International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 10, Issue 10 (October 2023), Pages: 200-207

----------------------------------------------

 Original Research Paper

Efficacy of an error reporting-based education program on nursing students’ skill confidence, immersion, and satisfaction

 Author(s): 

 Youngsook Lim, Sunae Kim, Ohsoon Yoon, SunJung Park *

 Affiliation(s):

 Department of Nursing, Sahmyook Health University, Seoul, South Korea

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0003-3947-5436

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2023.10.022

 Abstract

The purpose of this study is to assess the impact of an innovative 'practice education program utilizing error reporting' on nursing students' immersion in practice, learning satisfaction, and confidence in executing fundamental nursing skills. Conducted over two days (November 28-29, 2022), this descriptive research engaged 110 second-year nursing students from a university in City S. The program, encompassing 24 sessions, each lasting an hour, culminated in debriefings and reflective exercises. Methodologically, the study employed an array of statistical tools, including independent t-tests, one-way ANOVA, Cheffe's test, Pearson's correlation coefficient, and multiple regression analysis. Key findings revealed a significant positive correlation between confidence in core nursing skill execution and practice immersion (r=.259, p=.006), as well as between practice immersion and learning satisfaction (r=.266, p=.005). Notably, practice immersion emerged as a pivotal factor influencing core nursing skill performance confidence (β=.272, p=.006), underscoring that heightened immersion positively impacts skill confidence. These insights suggest the need for ongoing program development, reinforced education, and heightened awareness around error prevention and reporting, to further augment nursing education outcomes.

 © 2023 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Nursing education, Practice immersion, Skill confidence, Error reporting, Learning satisfaction

 Article history

 Received 4 July 2023, Received in revised form 7 October 2023, Accepted 8 October 2023

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations: 

Prior to the data collection, the research subjects, nursing students, were explained how they would be guaranteed anonymity for research purposes, methods, research participation, confidentiality of personal information, and the fact that there is no disadvantage due to consent or refusal to participate, and the collected data will be used only for research purposes. Sufficient explanation was given about the disposal of data after storage for 3 years after the study was completed. Furthermore, it was explained that the freedom of expression of opinions of the research participants was guaranteed and that even if they participated in the research, they could discontinue at any time, and voluntarily written consent was obtained. In particular, it was explained to the subjects of this study that there would be no class loss due to class-related research and that there would be no disadvantages in evaluation and grades, and consent was obtained.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Lim Y, Kim S, Yoon O, and Park S (2023). Efficacy of an error reporting-based education program on nursing students’ skill confidence, immersion, and satisfaction. International Journal of Advanced and Applied Sciences, 10(10): 200-207

 Permanent Link to this page

 Figures

 No Figure  

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 

----------------------------------------------   

 References (31)

  1. Andreadis II, Gioumouxouzis CI, Eleftheriadis GK, and Fatouros DG (2022). The advent of a new era in digital healthcare: A role for 3D printing technologies in drug manufacturing? Pharmaceutics, 14(3): 609. https://doi.org/10.3390/pharmaceutics14030609   [Google Scholar] PMid:35335984 PMCid:PMC8952205
  2. Araújo NMF (2020). Impact of the fourth industrial revolution on the health sector: A qualitative study. Healthcare Informatics Research, 26(4): 328-334. https://doi.org/10.4258/hir.2020.26.4.328   [Google Scholar] PMid:33190467 PMCid:PMC7674813
  3. Bang SS and Kim IO (2014). Relationship among essentials of fundamental nursing skills performance, stress from work and work capability of new clinical nurses. Journal of Korean Academic Society of Nursing Education, 20(4): 628-638. https://doi.org/10.5977/jkasne.2014.20.4.628   [Google Scholar]
  4. Elder NC, Graham D, Brandt E, and Hickner J (2007). Barriers and motivators for making error reports from family medicine offices: A report from the American academy of family physicians national research network (AAFP NRN). Journal of the American Board of Family Medicine, 20(2): 115-123. https://doi.org/10.3122/jabfm.2007.02.060081   [Google Scholar] PMid:17341747
  5. Engeser S and Rheinberg F (2008). Flow, performance and moderators of challenge-skill balance. Motivation and Emotion, 32(3): 158-172. https://doi.org/10.1007/s11031-008-9102-4   [Google Scholar]
  6. Etchell E, O’Neill C, and Bernstein M (2003). Patient safety in surgery: Error detection and prevention. World Journal of Surgery, 27: 936-942. https://doi.org/10.1007/s00268-003-7097-2   [Google Scholar] PMid:12799752
  7. Gross Forneris S and Fey MK (2016). Critical conversations: The NLN guide for teaching thinking. Nursing Education Perspectives, 37(5): 248-249. https://doi.org/10.1097/01.NEP.0000000000000069   [Google Scholar] PMid:27740554
  8. Henneman EA, Roche JP, Fisher DL, Cunningham H, Reilly CA, Nathanson BH, and Henneman PL (2010). Error identification and recovery by student nurses using human patient simulation: Opportunity to improve patient safety. Applied Nursing Research, 23(1): 11-21. https://doi.org/10.1016/j.apnr.2008.02.004   [Google Scholar] PMid:20122506
  9. IOM (2016). Envisioning the future of health professional education: Workshop summary. Institute of Medicine, National Academies of Sciences, Engineering, Medicine, The National Academies Press, Washington D.C., USA.   [Google Scholar]
  10. Jung HS (2005). Effects of self-directedness, task value, and learning types on learner satisfaction and achievement. M.Sc. Thesis, Ewha Womans University, Seoul, South Korea.   [Google Scholar]
  11. Kang JY (2020). Effects of integrated simulation module for nursing students: A mixed methods study. Journal of Learner-Centered Curriculum and Instruction, 20(9): 1217-1235. https://doi.org/10.22251/jlcci.2020.20.9.1217   [Google Scholar]
  12. Kang JY and Hwang SW (2022). Development and application of simulation module on interprofessional education for nursing and health science students. The Journal of Korean Nursing Research, 6(4): 1-15. https://doi.org/10.34089/jknr.2022.6.4.1   [Google Scholar]
  13. KHIDI (2012). HT Korea 2020 future vision and strategic direction. Report No. 2012-64, Korea Health Industry Development Institute, Cheongju, South Korea.
  14. Kim J, An K, Kim MK, and Yoon SH (2007a). Nurses’ perception of error reporting and patient safety culture in Korea. Western Journal of Nursing Research, 29(7): 827-844. https://doi.org/10.1177/0193945906297370   [Google Scholar] PMid:17636243
  15. Kim JI, Kim KH, Park HJ, Sohng KY, Eom MR, Oh SY, Lee WS, Chang OJ, Jeon HS, and Lee DS (2010). Study on the present status of practicum of fundamentals of nursing and test for competency of nursing skills. Journal of Korean Academy of Fundamentals of Nursing, 17(3): 362-370.   [Google Scholar]
  16. Kim JY (2021). Nursing students medication error and recovery in simulation education. The Journal of Learner-Centered Curriculum and Instruction, 21(4): 603-622. https://doi.org/10.22251/jlcci.2021.21.4.603   [Google Scholar]
  17. Kim MS, Kim JS, Jung IS, Kim YH, and Kim HJ (2007b). The effectiveness of the error reporting promoting program on the nursing error incidence rate in Korean operating rooms. Journal of Korean Academy of Nursing, 37(2): 185-191. https://doi.org/10.4040/jkan.2007.37.2.185   [Google Scholar] PMid:17435402
  18. Lee KE, Kim SM, and Choi EH (2017). Problem solving ability, learning flow, and debriefing satisfaction according to self-leadership of nursing students participated in simulation training. The Journal of Learner-Centered Curriculum and Instruction, 17(2): 219-234. https://doi.org/10.22251/jlcci.2017.17.2.219   [Google Scholar]
  19. Lee SJ, Kim YM, and Oh EG (2021). Korean undergraduate nursing education: Current status and developmental strategies as perceived by nursing educators and nurses. The Journal of Korean Academic Society of Adult Nursing, 33(4): 360-375. https://doi.org/10.7475/kjan.2021.33.4.360   [Google Scholar]
  20. Park JH and Kong KR (2021). A phenomenological study on nurses experience of near miss in medication administration. The Journal of Korean Nursing Administration Academic Society, 27(3): 127-137. https://doi.org/10.11111/jkana.2021.27.3.127   [Google Scholar]
  21. Ross P and Maynard K (2021). Towards a 4th industrial revolution. Intelligent Buildings International, 13(3): 159-161. https://doi.org/10.1080/17508975.2021.1873625   [Google Scholar]
  22. Seo J and Kim YJ (2021). Influence of communication self-efficacy and perception of patient safety culture on experience of nursing errors among operating room nurses. The Journal of Korean Nursing Administration Academic Society, 27(3): 181-190. https://doi.org/10.11111/jkana.2021.27.3.181   [Google Scholar]
  23. Sexton JB, Thomas EJ, and Helmreich RL (2000). Error, stress and teamwork in medicine and aviation: Cross-sectional surveys. BMJ, 320: 745-749. https://doi.org/10.1136/bmj.320.7237.745   [Google Scholar] PMid:10720356 PMCid:PMC27316
  24. Shin KA and Cho BH (2012). Professional self-concept, critical thinking disposition and clinical competence in nursing students. Journal of Korean Academy of Fundamentals of Nursing, 19(1): 46-56. https://doi.org/10.7739/jkafn.2012.19.1.046   [Google Scholar]
  25. Suh EE (2012). Development of a conceptual framework for nursing simulation education utilizing human patient simulators and standardized patients. The Journal of Korean Academic Society of Nursing Education, 18(2): 206-219. https://doi.org/10.5977/jkasne.2012.18.2.206   [Google Scholar]
  26. Waldner MH and Olson JK (2007). Taking the patient to the classroom: Applying theoretical frameworks to simulation in nursing education. International Journal of Nursing Education Scholarship 4(1): 18. https://doi.org/10.2202/1548-923X.1317   [Google Scholar] PMid:17910532
  27. Waxman KT (2020). The development of evidence-based clinical simulation scenarios: Guidelines for nurse educators. Journal of Nursing Education, 49(1): 29-35. https://doi.org/10.3928/01484834-20090916-07   [Google Scholar] PMid:19810672
  28. Weaver K, Morse J, and Mitcham C (2008). Ethical sensitivity in professional practice: Concept analysis. Journal of Advanced Nursing, 62(5): 607-618. https://doi.org/10.1111/j.1365-2648.2008.04625.x   [Google Scholar] PMid:18355227
  29. Weingart SN, Callanan LD, and Aronson MD (2001). A physician-based voluntary reporting system for adverse event and medical errors. Journal of General Internal Medicine, 16: 809-814. https://doi.org/10.1046/j.1525-1497.2001.10231.x   [Google Scholar] PMid:11903759 PMCid:PMC1495298
  30. Yoo JH (2016). Factors influencing nursing students’ flow experience and clinical competency in simulation-based education-based on Jeffries’s simulation model. M.Sc. Thesis, Sungshin University, Seoul, South Korea.   [Google Scholar]
  31. Yu M, Kim EY, and Kim JK (2021). Development of a simulation program related to patient safety: Focusing on medication error. Journal of Korean Academy of Nursing Administration, 27(2): 107-117. https://doi.org/10.11111/jkana.2021.27.2.107   [Google Scholar]