Patient Safety Teaching Competency of Nursing Faculty

Shinae Ahn; Nam-Ju Lee; Haena Jang

doi:10.4040/jkan.2018.48.6.720

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Ahn, Lee, and Jang: Patient Safety Teaching Competency of Nursing Faculty

Original Article

J Korean Acad Nurs 2018;48(6):720-730.

Published online: 15 January 2018

DOI: https://doi.org/10.4040/jkan.2018.48.6.720

Patient Safety Teaching Competency of Nursing Faculty

Shinae Ahn¹, Nam-Ju Lee^1,, Haena Jang²

¹College of Nursing · The Research Institute of Nursing Science, Seoul National University, Seoul

²Department of Nursing, College of Medicine, Inje University, Busan, Korea

Address reprint requests to : Lee, Nam-Ju College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, Korea Tel: +82-2-740-8812 Fax: +82-2-765-4013 E-mail: njlee@snu.ac.kr

Received 12 June 2018 Revised 7 December 2018 Accepted 10 December 2018

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

The purpose of this study was to investigate patient safety teaching competency of nursing faculty and the extent of teaching patient safety topics in the nursing curriculum.

Methods

A national survey was conducted with full-time nursing faculty in 4-year nursing schools. Regional quota sampling method was used. An online survey was sent to 1,028 nursing faculty and 207 of them were completed. Among the 207, we analyzed data from 184 participants. The revised Health Professional Education in Patient Safety Survey was used. Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation analysis, and multiple linear regression analyses.

Results

The faculty's self-confidence was lower than their perceived importance of patient safety education. The mean score of teaching patient safety was 3.52±0.67 out of 5, and the contents were mostly delivered through lectures. The extent of faculty's teaching varied depending on faculty's clinical career, teaching subjects, participation in practicum courses, and previous experience of patient safety education. The significant predictors of the extent of teaching patient safety were the faculty's self-confidence in teaching patient safety (β=.39) during clinical practicum, their perceived importance of patient safety education during lectures (β=.23), and the teaching subject (β=.15).

Conclusion

To enhance the competency of nursing faculty for effective patient safety education, a patient safety education program tailored to faculty characteristics should be developed and continuously provided for faculty. In addition, it is necessary to improve patient safety curriculum, strengthen clinical and school linkages, and utilize various education methods in patient safety education.

Keywords: Patient Safety, Nursing Education, Nursing Faculty, Curriculum, Professional Competence

References

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Table 1.

General Characteristics (N=184

Characteristics	Categories	n (%) M±SD/ Median(IQR
Gender	Female	181 (98.4)
	Male	3 (1.6)
Age (yr) Education	Doctorate	162 (88.0) 44.71±7.83
	Master	21 (11.4)
	Bachelor	1 (0.6)
Clinical career (month)		93.0
		(44.0~145.0
Educational career		72.0
(month)		(36.0~180.0
University location	Gangwon	7 (3.8)
	Gyeonggi	19 (10.4)
	Gyeongnam	11 (6.0)
	Gyeongbuk	21 (11.4)
	Gwangju	14 (7.6)
	Daegu	19 (10.3)
	Daejeon Busan	16 (8.7) 7 (3.8)
	Seoul	16 (8.7)
	Ulsan Incheon	3 (1.6) 3 (1.6)
	Jeonnam Jeonbuk	12 (6.5) 12 (6.5)
	Jeju	3 (1.6)
	Chungnam Chungbuk	13 (7.1) 8 (4.4)
University-affiliated	Yes	85 (46.2)
hospital	No	99 (53.8)
Hospital level	Hospital	10 (11.8)
	General	16 (18.8)
	hospital
	Advanced	59 (69.4)
	general hospital
Position	Professor	30 (16.3)
	Associate	29 (15.8)
	professor
	Assistant professor	125 (67.9)
Participation in clinical	Yes	175 (95.1)
practicum course	No	9 (4.9)
Previous experience of	Yes	109 (59.2)
patient safety	No	75 (40.8)
education

M±SD=Mean standard deviation; IQR=Interquartile range; yr=year.

Table 2.

Patient Safety Teaching Competency and Teaching Methods by Patient Safety Topics (N=184)

Patient safety topics	Patient safety teaching competency					Teaching methods
	Teaching confidence in lecture	Teaching confidence In practicum	Teaching importance in lecture	Teaching importance in practicum	Extent to teaching	Lecture	Practicum	Lab/ Simulation	Assignment	Others	Total
			M±SD					n (%)
Clinical safety	4.26±0.63	4.31±0.62	4.62±0.55	4.74±0.48	4.04±0.72	170	167	111	55	24	527
						(32.3)	(31.7)	(21.1)	(10.4)	(4.5)	(100.0)
Working teams	3.91±0.69	3.99±0.76	4.26±0.73	4.36±0.73	3.48±0.82	159	131	62	47	12	411
						(38.7)	(31.9)	(15.1)	(11.4)	(2.9)	(100.0)
Communicating effectively	4.11±0.68	4.01±0.71	4.43±0.68	4.44±0.64	3.74±0.73	148	145	77	39	10	419
						(35.3)	(34.6)	(18.4)	(9.3)	(2.4)	(100.0)
Managing safety risks	3.89±0.69	3.80±0.72	4.38±0.63	4.46±0.63	3.52±0.87	152	143	59	35	9	398
						(38.2)	(35.9)	(14.8)	(8.8)	(2.3)	(100.0)
Understanding human and environmental factors	3.85±0.76	3.77±0.83	4.05±0.81	4.15±0.80	3.07±1.06	135	103	27	18	6	289
						(46.7)	(35.7)	(9.3)	(6.2)	(2.1)	(100.0)
Recognize, respond to adverse events and close calls	3.63±0.84	3.57±0.87	4.13±0.78	4.22±0.72	3.20±0.97	139	105	40	19	10	313
						(44.4)	(33.5)	(12.8)	(6.1)	(3.2)	(100.0)
Culture of safety	3.80±0.78	3.64±0.85	4.11±0.81	4.16±0.76	3.18±0.95	143	119	42	18	8	330
						(43.3)	(36.1)	(12.7)	(5.5)	(2.4)	(100.0)
Total	3.96±0.56	3.91±0.61	4.32±0.52	4.40±0.50	3.52±0.67	1,046	913	418	231	79	2,687
						(38.9)	(34.0)	(15.6)	(8.6)	(2.9)	(100.0)

M±SD=Mean standard deviation.

Table 3.

Difference in Patient Safety Teaching Competency by General Characteristics (N=184)

Characteristics	Categories	n (%)	Teaching confidence in lecture		Teaching confidence in practicum		Teaching importance in lecture		Teaching importance in practicum		Extent to teaching
				t or		t or		t or		t or		t or
			M±SD	F(p)	M±SD	F(p)	M±SD	F(p)	M±SD	F(p)	M±SD	F(p)
				Scheffé		Scheffé		Scheffé		Scheffé		Scheffé
Clinical career (month)	≤12^a	4 (2.2)	3.45±0.60	12.56	3.28±0.48	10.27	4.19±0.72	2.09	3.98±0.91	2.31	2.90±0.64	6.75
	13~36^b	32 (17.4)	3.57±0.47	(<.001)	3.54±0.56	(<.001)	4.20±0.61)	(.083)	4.23±0.55	(.060)	3.12±0.71	(<.001)
	37~72^c	49 (26.6)	3.78±0.45	a,b<d,e	3.74±0.53	a<d,e	4.22±0.46		4.39±0.42		3.51±0.59	a<e
	73~120^d	33 (17.9)	4.22±0.51		4.19±0.55		4.35±0.48		4.48±0.41		3.53±0.53
	≥121^e	66 (35.9)	4.17±0.53		4.12±0.58		4.45±0.51		4.47±0.52		3.77±0.67
Educational career (month)	≤12	6 (3.3)	4.33±0.50	1.01	4.31±0.45	0.84	4.58±0.33	4.55	4.63±0.31	1.27	3.91±0.68	1.35
	13~36	42 (22.8)	3.94±0.51	(.402)	3.90±0.61	(.503)	4.51±0.35	(.002)	4.47±0.45	(.284)	3.60±0.71	(.254)
	37~72	46 (25.0)	3.99±0.59		3.94±0.66		4.39±0.40		4.45±0.41		3.59±0.55
	73~120	25 (13.6)	4.00±0.57		3.95±0.60		4.29±0.49		4.38±0.51		3.53±0.76
	≥121	65 (35.3)	3.89±0.57		3.85±0.60		4.13±0.64		4.30±0.58		3.39±0.69
Participation in clinical practicum course	Yes	175 (95.1)	3.94±0.56	-1.97	3.89±0.61	-1.88	4.32±0.52	0.12	4.40±0.50	0.71	3.50±0.67	-2.00
	No	9 (4.9)	4.31±0.49	(.051)	4.28±0.51	(.062)	4.30±0.48	(.907)	4.28±0.48	(.480)	3.96±0.58	(.048)
Previous experience of patient safety education	Yes	109 (59.2)	4.11±0.54	4.69	4.06±0.58	4.19	4.41±0.48	3.05	4.45±0.48	1.59	3.66±0.60	3.46
	No	75 (40.8)	3.74±0.51	(<.001)	3.69±0.59	(<.001)	) 4.18±0.55	(.003)	4.33±0.51	(.114)	3.32±0.71	(.001)
Subject	Adult/Geriatric^a	60 (32.6)	4.04±0.58	2.78	3.99±0.65	1.61	4.26±0.52	1.19	4.40±0.45	2.46	3.56±0.62	3.79
	Pediatric^b	22 (12.0)	3.79±0.53	(.013)	3.73±0.60	(.147)	4.26±0.67	(.315)	4.39±0.51	(.026)	3.30±0.69	(.001)
	Management^c	17 (9.2)	4.28±0.60	d<c	4.19±0.67		4.62±0.42		4.68±0.49		4.00±0.66	b,d,f<c
	Community^d	22 (12.0)	3.68±0.40		3.70±0.56		4.29±0.50		4.18±0.53		3.23±0.65
	Fundamental^e	16 (8.7)	4.09±0.53		3.98±0.57		4.33±0.41		4.19±0.54		3.73±0.67
	Maternal^f	23 (12.5)	3.90±0.56		3.85±0.57		4.30±0.56		4.41±0.53		3.29±0.58
	Mental health^g	24 (13.0)	3.89±0.53		3.89±0.56		4.35±0.45		4.53±0.41		3.65±0.66

M±SD=Mean standard deviation.

Table 4.

Correlation among Patient Safety Teaching Confidence, Teaching Importance, and the Extent to Teaching Patient Safety (N=184)

Variables	Teaching confidence in lecture	Teaching confidence in practicum	Teaching importance in lecture	Teaching importance in practicum	Extent to teaching
			r (p)
Teaching confidence in lecture	1
Teaching confidence in practicum	.89 (<.001)	1
Teaching importance in lecture	.47 (<.001)	.43 (<.001)	1
Teaching importance in practicum	.48 (<.001)	.46 (<.001)	.70 (<.001)	1
Extent to teaching	.52 (<.001)	.55 (<.001)	.51 (<.001)	.50 (<.001)	1

Table 5.

Factors Influencing the Extent to Teaching Patient Safety (N=184)

Variables	B	SE	β	t	p
(Constant)	.10	.44		0.23	.822
Teaching confidence in lecture	-.15	.16	-.12	-0.93	.353
Teaching confidence in practicum	.43	.14	.39	3.17	.002
Teaching importance in lecture	.30	.11	.23	2.76	.006
Teaching importance in practicum	.22	.12	.16	1.90	.060
Clinical career	.00	.00	.09	1.34	.183
Participation in clinical practicum course^†	-.21	.20	-.07	-1.06	.291
Previous experience of patient safety education^††	.06	.09	.04	0.67	.505
Faculty’s teaching subject^§
Adult/Geriatric nursing	.16	.14	.11	1.19	.237
Pediatric nursing	.02	.16	.01	0.14	.892
Nursing management	.35	.18	.15	1.99	.048
Fundamental nursing	.27	.19	.12	1.46	.147
Maternal nursing	-.06	.16	-.03	-0.36	.722
Mental health nursing	.25	.16	.13	1.61	.110
R²=46.8, Adjusted R²=42.7, F=11.48, p<.001

^† Dummy variable (No=0, Yes=1);

^†† Dummy variable (No=0, Yes=1);

^§ Reference (Community nursing); SE: Standard errors.

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