Tıbbi Hata Eğitiminin Hemşirelik Öğrencilerinin Bilgi ve Tutumlarına Etkisi

Amaç: Bu çalışma, hemşirelik öğrencilerine verilen tıbbi hata eğitiminin öğrencilerin bilgi ve tutumlarına etkisini değerlendirmek amacıyla planlanmıştır. Materyal-Metot: Bu araştırmada öntest-sontest tek gruplu yarı deneysel yöntem kullanılmıştır. Çalışmanın evrenini Düzce Üniversitesi Hemşirelik Bölümü son sınıf öğrencileri oluşturmuştur. Çalışmanın ilk aşamasında hemşirelik son sınıf öğrencileri ile ihtiyaç analizi yapılmıştır. İhtiyaç analizi için ayrıca örneklem seçimine gidilmemiş, veri toplama formu çalışmaya katılmayı gönüllü olarak kabul eden 150 öğrenciye uygulanmıştır. İkinci aşamasında ise ihtiyaç analizinden elde edilen veriler doğrultusunda toplam yedi haftadan oluşan eğitim programı hazırlanmış ve uygulanmıştır. Eğitim öncesi ve sonrasında öğrencilere, kişisel bilgi formu, bilgi testi, vaka formu, Hemşirelikte Tıbbi Hataya Eğilim Ölçeği ve Tıbbi Hatalarda Tutum Ölçeği’nden oluşan öntest ve sontest uygulanmıştır. Bulgular: Çalışmada, öğrencilerin %85,3’ünün tıbbi hatalarla ilgili eğitim aldığı; eğitim alan öğrencilerin %54,7’sinin aldıkları eğitimi yetersiz buldukları belirlenmiştir. Eğitim öncesine göre eğitim sonrası Hemşirelikte Tıbbi Hataya Eğilim Ölçeği, Tıbbi Hatalarda Tutum Ölçeği ve bilgi puanı ortalamaları yükselmiştir. Bu artış istatistiksel olarak anlamlı bulunmuştur (p

The Effect Of Medical Error Education On The Knowledge and Attitudes Of Nursing Students

Objective: This study evaluates the effects of medical erroreducation on the knowledge and attitudes of nursing students.Material-Method: In this study, one-group pretest-posttestsemi-experimental design method is used. The study populationconsisted of final year students at Duzce University’s Schoolof Nursing. In the first stage of the study, need assessment iscarried out with the senior students of nursing education. Forthe need assessment the entire group of senior students wererecruited; therefore no sampling had done. Data collection formwas applied to 150 students who accepted to participate thestudy voluntarily. On the second stage, seven–week educationprogram was prepared in accordance with the data obtained fromthe need assessment and applied to the study group. Before theeducation sessions data on personal information was collectedfrom the study group; scale of medical error trends and scale ofmedical error attitudes, a general exam on medical errors and acase-based exam were applied. Same set of measurement wasapplied after the education process was completed.Results: In this study, it was determined that 85.3% of thestudents received education on medical errors, and 54.7%of the students who received education found the educationinadequate. Scale and knowledge score averages increasedfollowing the participating nurses’ education and training.This increase was found to be statistically significant(p

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