Bandansin Jutarat, Jamjuree Danulada, Boonprakob Manat, Chaleoykitti Saisamorn
The Royal Thai Army Nursing College, Thailand.
Srinakharinwirot University, Thailand.
Belitung Nurs J. 2022 Apr 26;8(2):153-160. doi: 10.33546/bnj.1996. eCollection 2022.
Enhancing patient safety awareness competency in nursing students is a necessity as they will be the next generation of professional nurses to take care of patients. One of the strategies is to create an innovative learning model using questioning as part of the metacognitive thinking concept.
This study aimed to develop a clinical learning model to enhance patient safety awareness competency among Thai nursing students and determine its effectiveness.
The study used a research and development design with two phases: (1) the development of a clinical learning model to enhance patient safety awareness competency among nursing students, and (2) the evaluation of the effectiveness of the developed clinical learning model. The evaluation was done quantitatively and qualitatively. In the quantitative strand, a quasi-experimental method using repeated measures design was used in 24 students. While in the qualitative strand, a qualitative descriptive design was employed in 24 students and three teachers.
In the first phase, the DUIR clinical learning model was developed, consisting of four processes: 1) Doubt (D), 2) Understanding (U), 3) Insight (I), and 4) Reflected value (R). The patient safety awareness competency included two components: managing patient safety and solving problems related to unsafe patient care. In the second phase, the model was evaluated by the students and the teachers. It revealed that nursing students' patient safety awareness competency was very high, and the competency was statistically different before and after the learning model.
The developed DUIR learning model using a questioning strategy is considered effective to encourage students to reflect critically on their own clinical experiences in order to achieve quality and safe care outcomes, thereby enhancing patient safety awareness for nursing students in a sustainable way. This model serves as an input for Thai nursing education and beyond.
提高护生的患者安全意识能力是必要的，因为他们将成为照顾患者的下一代专业护士。其中一项策略是创建一种创新的学习模式，将提问作为元认知思维概念的一部分。
本研究旨在开发一种临床学习模式，以提高泰国护生的患者安全意识能力，并确定其有效性。
本研究采用研究与开发设计，分为两个阶段：（1）开发一种临床学习模式，以提高护生的患者安全意识能力；（2）评估所开发的临床学习模式的有效性。评估采用定量和定性方法。在定量方面，对24名学生采用重复测量设计的准实验方法。而在定性方面，对24名学生和三名教师采用定性描述设计。
在第一阶段，开发了DUIR临床学习模式，包括四个过程：1）怀疑（D），2）理解（U），3）洞察（I），4）反思价值（R）。患者安全意识能力包括两个组成部分：管理患者安全和解决与不安全患者护理相关的问题。在第二阶段，该模式由学生和教师进行评估。结果显示，护生的患者安全意识能力非常高，并且在学习模式前后该能力存在统计学差异。
所开发的采用提问策略的DUIR学习模式被认为有效地鼓励学生批判性地反思自己的临床经验，以实现高质量和安全的护理结果，从而以可持续的方式提高护生的患者安全意识。该模式为泰国及其他地区的护理教育提供了参考。
