Jamshidi Hossein, Hemmati Maslakpak Masumeh, Parizad Naser
School of Nursing & Midwifery, Urmia University of Medical Sciences, Urmia, Iran.
Maternal and Childhood Obesity Research Center, Nursing and Midwifery School, Urmia University of Medical Sciences, Urmia, Iran.
BMC Nurs. 2021 Apr 29;20(1):70. doi: 10.1186/s12912-021-00588-1.
Patient safety is a top priority for any health care system. Most universities are looking for teaching methods through which they would be able to enhance students' clinical decision-making capabilities and their self-centered learning to ensure safe and quality nursing care. Therefore, this study aimed to determine the effect of patient safety education through problem-based learning (PBL) on nursing students' knowledge, attitude, and perceptions toward patient safety.
This randomized, controlled trial was conducted from September 2019 to January 2020. A total of 78 fourth-year nursing students participated in this study. The participants were randomly assigned to either the intervention group or the control group. In the intervention group, the educational materials were presented to the students using the PBL method during eight sessions of 45-60 min. In each control group, nursing students received eight education sessions through lectures and discussing the same educational content. Data were gathered 1 month after the intervention using demographic information and knowledge, attitudes, and perception questionnaires. Data were analyzed in SPSS ver. 22.0 using descriptive (mean and standard deviation) and inferential (chi-square test, independent t-test, paired t-test, and analysis of covariance (ANCOVA)) statistics.
The results indicated that the difference in the mean scores of knowledge, attitudes, and perceptions of the nursing students about patient safety was statistically significant between the two groups after the PBL education (p = 0.001). The mean scores of students' knowledge, attitude, and perceptions of patient safety increased significantly in the intervention group.
Implementing patient safety education through PBL positively affects knowledge, attitudes, and perceptions of patient safety among nursing students. Thus, the research team recommended the PBL method to be used by nursing professors to improve nursing students' clinical skills and cognitive abilities to ensure safe patient care.
IRCT20190925044881N1 ; October 17, 2019.
患者安全是任何医疗保健系统的首要任务。大多数大学都在寻找能够提高学生临床决策能力和自主学习能力的教学方法，以确保安全、高质量的护理服务。因此，本研究旨在确定通过基于问题的学习（PBL）进行患者安全教育对护生关于患者安全的知识、态度和认知的影响。
本随机对照试验于2019年9月至2020年1月进行。共有78名四年级护生参与本研究。参与者被随机分为干预组或对照组。在干预组中，通过PBL方法在8节45 - 60分钟的课程中向学生呈现教育材料。在每个对照组中，护生通过讲座并讨论相同的教育内容接受8次教育课程。干预1个月后，使用人口统计学信息以及知识、态度和认知问卷收集数据。使用SPSS 22.0软件，通过描述性统计（均值和标准差）和推断性统计（卡方检验、独立样本t检验、配对t检验和协方差分析（ANCOVA））对数据进行分析。
结果表明，PBL教育后，两组护生关于患者安全的知识、态度和认知的平均得分差异具有统计学意义（p = 0.001）。干预组学生关于患者安全的知识、态度和认知的平均得分显著提高。
通过PBL实施患者安全教育对护生关于患者安全的知识、态度和认知产生积极影响。因此，研究团队建议护理教授使用PBL方法来提高护生的临床技能和认知能力，以确保患者护理安全。
IRCT20190925044881N1；2019年10月17日。
