Hemşirelik Öğrencilerinin Tibbi Hata Durumlarının Belirlenmesi

Dilek Sakallı

doi:10.5281/zenodo.15104944

Authors

Dilek Sakallı Harran University https://orcid.org/0000-0002-9034-2244

DOI:

https://doi.org/10.5281/zenodo.15104944

Keywords:

Medical error, Patient safety, Nursing students

Abstract

Objective: Nurses constitute the largest workforce in health care delivery and therefore nurses encounter medical errors more frequently. It is important to raise awareness about medical errors during nursing education. The study was conducted to determine nursing students' behaviors and attitudes towards medical errors.

Material and Methods: It is a descriptive and cross-sectional study. It was conducted between December 03-23, 2024 with students studying in the nursing department of a university. The sample of the study included 212 nursing students. Data were collected using the Descriptive Information Form and Medical Error Scale. Descriptive methods, t test in independent groups, one-way analysis of variance were applied for data analysis.

Results: The mean total score of the students participating in the study was found to be 63.81±18.76. The mean scores of the medical error scale according to the class in which the students were studying were found to be lower in the 2nd grades. This difference was found to be statistically significant between the 2nd and 4th grades (p<0.05). There was no statistically significant difference between the mean scores of the scale and the students' age, gender, receiving education about medical errors, witnessing an event in which a medical error occurred during clinical practice and making a medical error during clinical practice (p>0.05).

Discussion and Conclusion: It was found that nursing students had negative attitudes and behaviors towards medical errors and showed more positive attitudes with increasing grade level. It is recommended that courses related to patient safety should be added to nursing education curricula, root cause analyses of medical error incidents should be conducted with students, and positive supportive environments should be created for students during their clinical education.

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