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Original Article

Development and Evaluation of a Patient Safety-focused Inservice Education Program for Surgical Nurse

Journal of Korean Academy of Nursing Administration 2010;16(2):152-161.
Published online: June 30, 2010

1Director in surgery nursing department, Seoul National University Hospital, Korea.

2Unit Manager, Seoul National University Hospital, Korea.

3Full-time Lecturer, College of Nursing, Eulgi University, Korea.

4Researcher, Jeju Regional Cancer Center, Jeju National University Hospital, Korea.

Correspondence: Kim, Min Young. 1753-3, Jeju Regional Cancer Center, ara-1 dong, Jeju city, Jeju Special Self-Governing Province, 690-121. Tel: 82-64-717-1508, Fax: 82-64-717-1487, musemy2@hanmail.net
• Received: March 23, 2010   • Revised: June 13, 2010   • Accepted: June 13, 2010

Copyright © 2010 Korean Academy of Nursing Administration

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  • Purpose
    The aim of this project was to develop a patient safety-focused inservice education program for surgical nurse and to test the effects of this program.
  • Methods
    Methodological designs for instruments development, a pretest-posttest and a posttest design were employed. After the education, nurses' satisfaction, confidence, usefulness and application of 137 nurses were evaluated at 15 surgical units of a tertiary teaching hospital in Seoul, Korea. The education contents are 6 skill areas (infusion pump use, suction, chest tube drainage, oxygen administration, nebulizer use, insulin administration) and medication knowledge. Teaching methods were lecture, instructor demonstration, and 1:1 skill test. Descriptive statistics, Wilcoxon test, Spearman's correlation and Stepwise regression were used.
  • Results
    Satisfaction scores for skills and medication education were 4.00-4.21 (out of 5). The more performance frequency in 6 skills, the higher score in confidence as well as in usefulness and application, and the higher satisfaction with the program, the higher score in usefulness, application, confidence, and medication knowledge. Medication knowledge improved after the education (Z=-7.757, p<.001). Significant predictors of skill confidence were application of skills in job performance, medication confidence, and career in present unit.
  • Conclusion
    The results of this study suggest that systematic and continuous inservice education will improve patient safety by promoting nursing quality.
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Table 1
General characteristics of participants (N=137)
jkana-16-152-i001.jpg
Table 2
Satisfaction with education contents and methods (N=137)
jkana-16-152-i002.jpg
Table 3
Frequency of skill training (N=137)
jkana-16-152-i003.jpg
Table 4
Correlations between career and each variables for effectiveness
jkana-16-152-i004.jpg

Tcar=total career, Pcar=career in present unit, SCsat=satisfaction with contents in skill education, SMsat=satisfaction with methods in skill education, MCsat=satisfaction with contents in medication education, MMsat=satisfaction with methods in medication education, Suse=skill usefulness, Sap=skill application, Scon=skill confidence, Muse=medication usefulness, Mcon= medication confidence, Ipre=pre-test score in medication, Ipost=post-test score in medication

Table 5
Predictors for skill confidence
jkana-16-152-i005.jpg

Scon=skill confidence, Sap=skill application , Mcon=medication confidence, Pcar=career in present unit

Figure & Data

References

    Citations

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    Development and Evaluation of a Patient Safety-focused Inservice Education Program for Surgical Nurse
    J Korean Acad Nurs Adm. 2010;16(2):152-161.   Published online June 30, 2010
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    Development and Evaluation of a Patient Safety-focused Inservice Education Program for Surgical Nurse
    J Korean Acad Nurs Adm. 2010;16(2):152-161.   Published online June 30, 2010
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    Development and Evaluation of a Patient Safety-focused Inservice Education Program for Surgical Nurse
    Development and Evaluation of a Patient Safety-focused Inservice Education Program for Surgical Nurse

    General characteristics of participants (N=137)

    Satisfaction with education contents and methods (N=137)

    Frequency of skill training (N=137)

    Correlations between career and each variables for effectiveness

    Tcar=total career, Pcar=career in present unit, SCsat=satisfaction with contents in skill education, SMsat=satisfaction with methods in skill education, MCsat=satisfaction with contents in medication education, MMsat=satisfaction with methods in medication education, Suse=skill usefulness, Sap=skill application, Scon=skill confidence, Muse=medication usefulness, Mcon= medication confidence, Ipre=pre-test score in medication, Ipost=post-test score in medication

    Predictors for skill confidence

    Scon=skill confidence, Sap=skill application , Mcon=medication confidence, Pcar=career in present unit

    Table 1 General characteristics of participants (N=137)

    Table 2 Satisfaction with education contents and methods (N=137)

    Table 3 Frequency of skill training (N=137)

    Table 4 Correlations between career and each variables for effectiveness

    Tcar=total career, Pcar=career in present unit, SCsat=satisfaction with contents in skill education, SMsat=satisfaction with methods in skill education, MCsat=satisfaction with contents in medication education, MMsat=satisfaction with methods in medication education, Suse=skill usefulness, Sap=skill application, Scon=skill confidence, Muse=medication usefulness, Mcon= medication confidence, Ipre=pre-test score in medication, Ipost=post-test score in medication

    Table 5 Predictors for skill confidence

    Scon=skill confidence, Sap=skill application , Mcon=medication confidence, Pcar=career in present unit

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