Bagnasco Annamaria, Rossi Silvia, Dasso Nicoletta, Centenaro Roberta, Napolitano Francesca, Aleo Giuseppe, Catania Gianluca, Sasso Loredana, Zanini Milko, Greaves Peta Jane, Steven Alison
Department of Health Sciences, University of Genoa, Italy.
IRCCS Istituto Giannina Gaslini, Genoa, Italy.
J Prev Med Hyg. 2025 Jan 31;65(4):E547-E554. doi: 10.15167/2421-4248/jpmh2024.65.4.3110. eCollection 2024 Dec.
Implicit learning during clinical placements includes patient safety issues. Simulation scenarios offer ways to improve the learning process and students' awareness of patient safety. The aim of this study was to develop a prototype simulation scenario based on real student experiences.
This was a mixed-method study using a multi-phase design. Nursing students' experiences of workplace events they identified as possible threats to patient safety were collected between 2017 and 2019. These experiences were used to develop an interprofessional scenario about patient safety.
A range of scenario materials were produced including a video. Participation in the scenario video had positive impacts including: "feeling safer" while performing nursing activities and more timely detection and reporting of errors. Nursing students reported that participation in the scenario taught important lessons about patient safety, communication, listening to patients and healthcare collaboration.
The role-playing methodology of the scenario provided opportunities for reflection on patient safety and improved interprofessional understanding and communication in an emotionally safe environment.
临床实习期间的隐性学习包括患者安全问题。模拟场景为改善学习过程和提高学生对患者安全的认识提供了途径。本研究的目的是基于学生的实际经历开发一个模拟场景原型。
这是一项采用多阶段设计的混合方法研究。2017年至2019年期间收集了护理专业学生对他们认为可能对患者安全构成威胁的工作场所事件的经历。这些经历被用于开发一个关于患者安全的跨专业场景。
制作了一系列场景材料，包括一个视频。参与场景视频产生了积极影响，包括：在进行护理活动时“感觉更安全”，以及更及时地发现和报告错误。护理专业学生报告说，参与该场景学到了关于患者安全、沟通、倾听患者意见和医疗协作的重要经验教训。
该场景的角色扮演方法为反思患者安全提供了机会，并在情感安全的环境中改善了跨专业理解和沟通。
