TY - JOUR
T1 - Integrating quality and safety competencies into undergraduate nursing using student-designed simulation
AU - Piscotty, Ronald
AU - Grobbel, Claudia
AU - Tzeng, Huey Ming
PY - 2011/8
Y1 - 2011/8
N2 - The purpose of this study was to determine whether an innovative teaching approach, a student-led simulation, was effective in increasing students' quality and safety knowledge, skills, and attitudes in the six Quality and Safety Education for Nurses competency areas. The sample included students (N = 141) enrolled in a traditional and accelerated leadership course in the baccalaureate-nursing program at a midwestern public university during the fall 2009 semester. A quasi-experimental pretest and posttest design was used. Paired-samples t tests were used to analyze the data. Overall scores on the self-inventory in the traditional (p< 0.001) and accelerated (p = 0.011) groups significantly increased. Knowledge and safety test scores in both the traditional (knowledge: p<.001; safety: p = 0.028) and accelerated (knowledge: p = 0.027; safety: p = 0.03) groups increased significantly. The innovation significantly improved students' self-efficacy and knowledge related to the quality and safety competencies.
AB - The purpose of this study was to determine whether an innovative teaching approach, a student-led simulation, was effective in increasing students' quality and safety knowledge, skills, and attitudes in the six Quality and Safety Education for Nurses competency areas. The sample included students (N = 141) enrolled in a traditional and accelerated leadership course in the baccalaureate-nursing program at a midwestern public university during the fall 2009 semester. A quasi-experimental pretest and posttest design was used. Paired-samples t tests were used to analyze the data. Overall scores on the self-inventory in the traditional (p< 0.001) and accelerated (p = 0.011) groups significantly increased. Knowledge and safety test scores in both the traditional (knowledge: p<.001; safety: p = 0.028) and accelerated (knowledge: p = 0.027; safety: p = 0.03) groups increased significantly. The innovation significantly improved students' self-efficacy and knowledge related to the quality and safety competencies.
UR - http://www.scopus.com/inward/record.url?scp=80051761909&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=80051761909&partnerID=8YFLogxK
U2 - 10.3928/01484834-20110429-04
DO - 10.3928/01484834-20110429-04
M3 - Article
C2 - 21534498
AN - SCOPUS:80051761909
SN - 0148-4834
VL - 50
SP - 429
EP - 436
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 8
ER -