Discipline of Nursing, College of Science, Health, Engineering and Education, Murdoch University, Australia (Drs Murray and Cope); School of Nursing and Midwifery, Edith Cowan University, Joondalup, Australia (Drs Murray and Sundin).
J Nurs Care Qual. 2020 Jul/Sep;35(3):258-264. doi: 10.1097/NCQ.0000000000000443.
New graduate nurses transition with limited experience, and with anxiety and stress. They present an increased risk of contributing to preventable errors or adverse events.
The purpose was to develop an understanding of new graduate registered nurses' (RNs) patient safety knowledge and actions within the first year of registration.
The longitudinal mixed-methods study was conducted using a questionnaire delivered at 3 time points (n = 68). Qualitative data were collected by semistructured interviews (n = 11).
Self-reported knowledge of medical error decreased over the 3 time points. Themes emerging from qualitative data include patient safety and insights, time management, making a mistake, experiential learning, and transition.
Medical errors and time management persist during transition to the RN role. New graduates reported moderate knowledge of safety and quality issues; however, questioning their own abilities overshadowed growth in their involvement in patient safety.
新毕业的护士在过渡期间经验有限，会感到焦虑和压力。他们增加了导致可预防错误或不良事件的风险。
目的是在注册后的第一年了解新毕业注册护士（RN）的患者安全知识和行为。
这项纵向混合方法研究使用在 3 个时间点（n = 68）进行的问卷进行。通过半结构化访谈（n = 11）收集定性数据。
自我报告的医疗错误知识在 3 个时间点上逐渐减少。从定性数据中出现的主题包括患者安全和洞察力、时间管理、犯错、体验式学习和过渡。
在向 RN 角色过渡期间，医疗错误和时间管理仍然存在。新毕业生报告了对安全和质量问题的中等程度的了解；然而，对自己能力的质疑超过了他们参与患者安全的能力的增长。
