The data sources for this article is: an empirical research study.
Patient safety: nursing students' perspectives and the role of nursing education to provide safe care
Article first published online: 23 MAY 2011
© 2011 The Authors. International Nursing Review © 2011 International Council of Nurses
International Nursing Review
Volume 58, Issue 4, pages 434–442, December 2011
How to Cite
Vaismoradi, M., Salsali, M. and Marck, P. (2011), Patient safety: nursing students' perspectives and the role of nursing education to provide safe care. International Nursing Review, 58: 434–442. doi: 10.1111/j.1466-7657.2011.00882.x
- Issue published online: 17 NOV 2011
- Article first published online: 23 MAY 2011
- Content Analysis;
- Nursing Education;
- Patient Safety;
- Qualitative Research;
- Safe Care;
- Student Perspectives
VAISMORADI M., SALSALI M. & MARCK P. (2011) Patient safety: nursing students' perspectives and the role of nursing education to provide safe care. International Nursing Review58, 434–442
Background and Aim: Nurses as the largest group of healthcare providers are in the best position to improve patient safety. In preparing future nurses, nurse educators have an important role in developing the knowledge, skills and attitudes among nursing students related to patient safety. The aim of this study was to explore Iranian nursing students' perspectives regarding patient safety and the role of nursing education in developing their capabilities to provide safe care.
Methods: A purposeful sampling strategy was used to recruit 17 junior and senior nursing students for qualitative, semi-structured interviews. Content analysis of the interview transcripts was conducted to identify several relevant themes.
Findings: Three main themes emerged from the data analysis: ‘safety as patient comfort’, ‘not being knowledgeable or experienced enough’ and ‘being helped to internalise the principles and values of patient safety’. The third theme consisted of two categories: ‘adopting a humanistic approach towards patients’ and ‘practising conscientiously in the workplace’.
Conclusion: The present study adds insights on how nursing students understand and may be helped to internalise concepts of patient safety within their practice. Nursing education curriculum designers need to go beyond theoretical concepts of patient safety education and devise strategies to increase the application of safety knowledge and competencies in nursing practice.