Mirzaei Samaneh, Keshmiri Fatemeh, Norouzinia Roohangiz, Mirjalili Najmeh, Baghshahi Naeimeh, Gholinataj Jelodar Mohsen
Department of Health in Disaster and Emergencies, School of Public Health, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.
Clinical Research Development Center, Shahid Rahnemoon Hospital, School of Medicine, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.
BMC Health Serv Res. 2025 Jan 31;25(1):186. doi: 10.1186/s12913-025-12320-9.
Patient safety is vital to health care delivery and service quality. Therefore, it should be a priority in every healthcare system worldwide. As the importance of patient safety is increasingly recognized, the emphasis on training and its impact on safety competencies and quality of care has also grown. Innovation in education is essential to keep pace with the growing need to enhance patient safety through an effective education program. Therefore, this study was conducted to compare the effectiveness of the patient safety education program in Case-based Learning (CBL), lectures, and reflection on the knowledge, attitude, and performance of patient safety in the nurses of the Intensive care unit (ICU) and emergency department of Shahid Rahnemoon Hospital, Yazd.
The quasi-experimental study was conducted by the nurses of the intensive care unit and emergency departments of Shahid Rahnamoon Teaching Hospital, Yazd, Iran, from November 2023 to the end of April 2024, using a three-group quasi-experimental intervention design with a pre and post-test. Nurses were randomly divided into three teaching groups: lecture, case-based learning, and reflection. The knowledge, attitude, and patient safety performance questionnaires were used before and three months after the intervention.
In this study, 113 nurses were analyzed across three groups: Case-Based Learning (CBL) with 38 participants, reflection with 38 participants, and lecture with 37 participants. The mean scores for knowledge pre- and post-study in the three groups were as follows: CBL (4.81 ± 1.24 vs. 8.07 ± 1.36), reflection (4.94 ± 1.39 vs. 8.18 ± 1.44), and lecture (5.16 ± 1.42 vs. 7.75 ± 1.40). Similarly, the average scores for attitude pre- and post-study were recorded as: CBL (41.50 ± 4.89 vs. 54.68 ± 4.64), reflection (41.23 ± 6.22 vs. 49.94 ± 6.42), and lecture (41.37 ± 6.75 vs. 48.62 ± 5.64). For practice, the average scores pre- and post-study were CBL (3.44 ± 1.05 vs. 6.26 ± 1.22), reflection (3.55 ± 1.08 vs. 5.76 ± 1.58), and lecture (3.59 ± 1.06 vs. 5.13 ± 1.53). These results indicate overall knowledge, attitude, and practice improvement across all groups following the study. Before the study, there were no significant differences in knowledge (F = 0.621, p = 0.539), attitude (F = 0.018, p = 0.982), and practice (F = 0.19, p = 0.828) among the three groups. After the study, no significant difference was found in knowledge (F = 0.938, p = 0.394); however, a significant difference was observed in attitude (F = 12.13, p < 0.0001) and practice (F = 506, p = 0.005).
According to the study's findings, all three groups of nurses demonstrated significantly higher scores in knowledge, attitudes, and performance after the intervention compared to before. However, no significant difference was observed among the three groups in the area of knowledge. Nonetheless, case-based learning significantly improved the average scores for attitudes and performance. These results indicate that patient safety training programs effectively enhance nurses' knowledge.
患者安全对于医疗服务的提供和服务质量至关重要。因此，它应是全球每个医疗系统的首要任务。随着患者安全的重要性日益得到认可，对培训及其对安全能力和护理质量影响的重视也在增加。教育创新对于跟上通过有效教育计划提高患者安全的不断增长的需求至关重要。因此，本研究旨在比较基于案例学习（CBL）、讲座和反思这三种患者安全教育计划对亚兹德沙希德拉赫纳蒙医院重症监护病房（ICU）和急诊科护士的患者安全知识、态度和表现的有效性。
本准实验研究由伊朗亚兹德沙希德拉赫纳蒙教学医院重症监护病房和急诊科的护士于2023年11月至2024年4月底进行，采用三组准实验干预设计，进行前后测试。护士被随机分为三个教学组：讲座组、基于案例学习组和反思组。在干预前和干预三个月后使用知识、态度和患者安全表现问卷。
在本研究中，对三组共113名护士进行了分析：基于案例学习组（CBL）有38名参与者，反思组有38名参与者，讲座组有37名参与者。三组研究前和研究后的知识平均得分如下：CBL组（4.81±1.24对8.07±1.36），反思组（4.94±1.39对8.18±1.44），讲座组（5.16±1.42对7.75±1.40）。同样，研究前和研究后的态度平均得分记录如下：CBL组（41.50±4.89对54.68±4.64），反思组（41.23±6.22对49.94±6.42），讲座组（41.37±6.75对48.62±5.64）。在实践方面，研究前和研究后的平均得分分别为：CBL组（3.44±1.05对6.26±1.22），反思组（3.55±1.08对5.76±1.58），讲座组（3.59±1.06对5.13±1.53）。这些结果表明，研究后所有组的知识、态度和实践均有总体改善。研究前，三组在知识（F = 0.621，p = 0.539）、态度（F = 0.018，p = 0.982）和实践（F = 0.19，p = 0.828）方面无显著差异。研究后，在知识方面未发现显著差异（F = 0.938，p = 0.394）；然而，在态度方面观察到显著差异（F = 12.13，p < 0.0001），在实践方面也有显著差异（F = 5.06，p = 0.
