Hauff Vivian, Homann Laura, Tannen Antje
Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Clinical Nursing Science, Berlin, Germany.
GMS J Med Educ. 2025 Apr 15;42(2):Doc19. doi: 10.3205/zma001743. eCollection 2025.
High expectations are placed on healthcare systems concerning safety and health restoration. Simultaneously, healthcare involves risks and potential hazards that may lead to adverse events for patients and healthcare professionals alike. To raise awareness of these risks, it is essential to incorporate the topic of patient safety into healthcare education. The , a form of simulated learning, represents an effective teaching and learning approach for this purpose.
At the end of their first semester, undergraduate nursing students participated in a exercise designed following the Swiss manual for interactive learning. The task involved identifying 13 errors relevant to patient safety within the room. Subsequently, the students provided written evaluations of this teaching format.
Participants successfully identified twelve out of the thirteen safety-critical errors. All students perceived the simulation as educational and pertinent to professional practice. Heightened risk awareness and relevance to the professional context were particularly highlighted as positive outcomes.
The provides a practical simulation training environment where students can develop observational skills, critical thinking, and situational awareness regarding patient safety risks early in their clinical education.
医疗保健系统在安全和健康恢复方面寄予厚望。同时，医疗保健涉及风险和潜在危害，可能对患者和医疗保健专业人员都导致不良事件。为提高对这些风险的认识，将患者安全主题纳入医疗保健教育至关重要。 ，一种模拟学习形式，是实现这一目的的有效教学方法。
本科护理专业学生在第一学期末参加了一项按照瑞士互动学习手册设计的 练习。任务包括识别房间内与患者安全相关的13个错误。随后，学生们对这种教学形式进行了书面评价。
参与者成功识别出13个关键安全错误中的12个。所有学生都认为模拟具有教育意义且与专业实践相关。风险意识增强以及与专业背景的相关性被特别强调为积极成果。
提供了一个实用的模拟培训环境，学生可以在临床教育早期培养关于患者安全风险的观察技能、批判性思维和情境意识。
