Purpose This study aimed to identify factors affecting nursing students’ willingness to report medical errors.
Methods: A cross-sectional design was used, and 175 senior nursing students answered a web-based questionnaire that included ‘attitude and knowledge towards medical error reporting’, ‘ethical sensitivity’, ‘systems thinking’, and ‘willingness to report medical errors’. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and multiple linear regressions with the SPSS/WIN 25.0 program.
Results: Participants’ attitude and knowledge toward medical error-reporting were 3.45, and 3.00, respectively. Their ethical sensitivity was 4.15, and systems thinking was 3.89. Factors significantly affecting willingness to report adverse events included systems thinking, medical error-reporting attitude, and ethical sensitivity, and these variables accounted for 34.3% (F=23.73, p<.001). Factors significantly affecting willingness to report near misses included medical error-reporting attitude, which accounted for 11.5% (F=6.68, p<.001).
Conclusion: Increasing nursing students’ willingness to report medical errors requires integrated education to improve their attitude and knowledge of medical error reporting, ethical sensitivity, and systems thinking.
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Purpose This study was conducted to identify the influences of critical thinking disposition and perceived nurse managers' leadership style on nurses' competency with evidence based practice in hospitals. Methods The participants were 147 nurses working in two university hospitals in Seoul, Korea. Data were collected during February and March in 2017 and were analyzed with Multiple Regression Analysis using SPSS/WIN 18.0. Results The most influential factor on nurses' competency of evidence based practice was critical thinking disposition (β=.55, p<.001), followed by transformation (β=.20, p=.011) which together explained their competency of evidence based practice up to 53.0%. Conclusion It is necessary to develop intervention programs and curriculum to enhance competence for nurses. It is also necessary to draw plans to develop nursing managers’ transformational leadership. Therefore not only clinical nurses but also throughout the organization, strategies and curriculums should be developed to help nurses perform evidence based practice.
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PURPOSE The purpose of this study was to investigate factors which influence freshmen nursing students' problem solving abilities. METHOD The data were collected from 119 students by means of self-reported questionnaires measuring problem solving abilities, critical thinking disposition, and self-directed learning, on March 7th and 11th, 2010. RESULT For problem solving ability categories, the level of problem discovery was the highest followed by solution plan, problem definition, solution evaluation and solution implementation. The influencing factors on problem solving abilities of nursing students were critical thinking disposition, self-directed learning and gender. CONCLUSION Using the results of this study as a foundation, nursing education curriculum should be comprised of critical thinking skills and self-directed skills for the improvement of nursing students' problem solving abilities. It is also recommended that further studies be conducted in order to investigate comprehensive curriculum designs that allow for maximum accumulation of these proficiencies.
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