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ANNOTATED BIBLIOGRAPHY
Running head: ANNOTATED BIBLIOGRAPHY
An Annotated Bibliography of Research Related to a
Patient Safety Curriculum
Jennifer Olszewski
Drexel University
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Abstract
Ensuring patient safety and positive outcomes is a priority in healthcare, which requires
leadership on multiple levels. Nursing educators are now challenged to create innovative
curricular changes to enhance clinical judgment and develop leadership skills in nursing students
in an effort to prepare future nurses to act as leaders to ensure positive patient outcomes. This
annotated bibliography summarizes key research related to developing a patient safety
curriculum. Twenty-five references have been critically analyzed for their possible contribution
to a future research project examining and exploring a patient safety curriculum.
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Introduction
In response to the imperative to create a culture of safety, Drexel University has decided
to adopt the Toyota Production System (TPS) into the curriculum to promote patient safety.
Therefore, the purpose of the proposed research is to investigate if exposure to this new TPS
curriculum affects the students’ leadership clinical judgment abilities in High Fidelity Simulation
(HFS). With that, a thorough examination of the literature regarding patient safety education for
all health professionals, particularly nurses, was completed. The need to develop a standardized
curriculum was supported in both the medical and nursing literature. Much of the research relies
on self-reported data, without documentation of the affect the various educational programs have
had on the participants’ ability to practice and promote patient safety. This proposed research
will examine and explore the influence of a patient safety curriculum on nursing student’s
clinical judgment ability during a simulation This research has the potential to impact patient
safety.
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Patient Safety Curriculum
Annotated Bibliography
Ardizzone, L.A., Enlow, W.M., Evanina, E.Y., Schnall, R., & Currie, L. (2009). Impact of
a patient safety curriculum for nurse anesthesia students. Journal of Nursing Education,
48 (12), 706-715.
Nursing faculty at Columbia University, aimed to examine if a patient safety curriculum
impacted senior nurse anesthesia students’ attitudes, knowledge and skills related to patient
safety. Quantitative data was collected from twenty-seven participants in a pretest-posttest
design utilizing a self-made survey to examine students’ attitudes about errors, self-reported
competency related to error-reporting, and knowledge related to a patient safety culture. The
results did not yield a statistically significant difference in the test means. The authors attribute
this to students’ exposure to patient safety in clinical settings. Additionally, the psychometric
analysis (Cronbach’s alpha), which was performed simultaneously with the data collection,
revealed a lack of internal consistency (IC) regarding the attitudes domain, with marginal IC
related to the knowledge and competency domains, resulting in a significant limitation of this
study. Additional limitations include small sample size and self-reported data only. The authors
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also mention the lack of experiential learning as a limitation. Bambini & Perkins (2009), utilized
simulation as their curricular approach which yield improved confidence and efficacy.
Ardizzone et al. (2009) will support the need for a standardized patient safety curriculum with
data that triangulates participants’ self-perceived knowledge, ability and attitude.
Bambini, D., Washburn, J., & Perkins, R. (2009). Outcomes of clinical simulation for
Novice nursing students: Communication, confidence and clinical judgment. Nursing
Education Perspectives, 30 (2), 79-82.
Nursing educators from Grand Valley State University, hypothesized that a three-hour
simulation as a pedagogical approach would increase nursing students’ self-efficacy, confidence
and clinical judgment ability. Bambini et al. (2009), utilized a mixed-methods quasi-
experimental design with a pretest, posttest and follow up survey with open-ended questions.
Each instrument collected self-reported data from 112 participants and was self-made by authors
with content validity was established prior to data collection. Results yielded a significant
increase in self-efficacy and confidence scores with specific skills related to the simulation.
Qualitative data corroborated the quantitative results in terms of confidence and self-efficacy.
Limitations of this study included that all data was self-perceived and self-reported lending itself
to social-response bias. Contrary to self-reported data, Lasater (2006) developed a rubric for
faculty to assess student behaviors and responses during simulation. Additionally, the qualitative
data in this study was collected through written responses to open-ended questions, which may
have limited the results. While this research will contribute to my study by supporting the use of
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simulation, my research will collect observational quantitative data utilizing a clinical judgment
rubric (Lasater, 2006) and self-perceptions will be collected through focus group interviews.
Baumberger, M.H. (2005). Cooperative learning and case study: does the combination
improve students’ perception of problem solving and decision making skills? Nurse
Education Today, 25, 238-246.
A nursing faculty member at Widener University, investigated and compared the
effectiveness of cooperative learning and case study teaching methods on the problem-solving
and decision making skills of undergraduate nursing students with a target audience of nurse
educators. This quasi-experimental pretest-posttest design collected data from 123 participants
utilizing two separate valid instruments to examine self-perceptions of their problem-solving and
decision making skill set. After a multivariate analysis of co-variance was performed to
compare means for the control and two experimental groups (coop learning and case study
learning groups), it was concluded that the teaching approaches utilized yielded no effect on
students’ self-perceived problem-solving and decision making skills for the cooperative learning
group. On the contrary, scores for the case study group demonstrated a significant difference.
These findings corroborate with those of Lasater (2009), which include supporting quantitative
and qualitative findings for case studies. Limitations of this study included relying on self-
reported data without mixed methods triangulation. Additionally, this study did not meet power,
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which limits the outcomes and generalizability of the findings. Taking the limitations into
consideration, this study supports the use of case study scenarios for my research.
Chenot, T. M., & Daniel, L.G. (2010). Frameworks for patient safety n the nursing curriculum.
Journal of Nursing Education, 49 (10), 559-568.
Nursing faculty performed an exploratory quantitative study to investigate the current
state of patient safety education and its affects nursing students’ self-awareness and skills and
attitudes regarding patient safety. While Ardizzone et al. (2009) also examined self-reported
attitudes and skills, Chenot et al. (2010) focused on needs assessment approach without
intervention. The researchers surveyed nursing students at seven universities and community
colleges utilizing a valid tool that had been used with medical students. The goal of this
research was to provide recommendations for nurse educators to aid future nurses to function as
safe practitioners. The data collected supports the need for patient safety education
improvement, particularly a focus that is preventative rather than remedial. Limitations of this
research include the utilization of a tool intended for students in a medical school curriculum.
To that end, the tool was also used for various nursing curricula including baccalaureate,
associate, and diploma programs. Again, the research findings support a need for improvement
in patient safety education, however its focus is limited to students’ self-perception and self-
reporting of students. To that end, this data will support the need for my research to improve
patient safety curricula.
Cooper, S., Kinsman, L., Buyks, P., McConnell-Henry, T., Endacott, R., & Scholes, J. (2010).
Managing a deteriorating patient in a simulated environment: nursing students’
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knowledge, skill and situation awareness. Journal of Clinical Nursing, 19, 2309-2318.
Nursing faculty researchers utilized a quantitative approach to examine the ability of 51
senior undergraduate nursing students to identify and respond to a simulated deteriorating
patient. Data collection encompassed questionnaires to examine participant knowledge,
observed performance assessment by expert faculty, and a situation awareness inventory.
Results confirmed that suboptimal care remains a problem as demonstrated by the participants
slow or lack of response in the initial scenario with mild improvement in the second scenario.
As pointed out by Schmid et al. (2007), patient outcomes are directly linked to nurses’ abilities to
recognize trends in patients. The limitations for this study include a lack of control of students’
various clinical experiences, a small sample size without diversity, and data that is limited to
critically ill patients. As my study utilizes similar simulations for measurement, this research
will provide an important supportive aspect. Additionally, although the researchers do not
mention clinical judgment, the variables they measure for align with Lasater’s (2006) clinical
judgment rubric.
Gantt, L.T., & Corbett, R.W. (2010). Using simulation to teach patient safety behaviors in
undergraduate nursing education. Journal of Nursing Education, 49 (1), 48-51.
Nursing faculty integrated patient safety principles into simulation along with a means
for evaluating and grading students. This study explores students’ knowledge and ability to
practice patient safety in a simulation. The researchers developed checklists specific for the
simulations, in which they established inter-rater reliability. While the 194 student participants
did not receive an educational intervention such as Ardizzone et al. (2009) and Halbach and
Sullivan (2005). The results demonstrated an omission of key safety tasks. Like Cooper et al.
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(2006), simulation was utilized to collect data, which revealed underperformance of students.
The researchers for each study examined different variables, Cooper et al. (2006) focused on the
aspects of clinical judgment and Gantt et al. (2010) focused on tasks related to patient safety
such as patient identification. Despite differing variables for measurement, each study supports
the need to develop a patient safety curriculum as well as supporting the use of simulation to
obtain data. Limitations for this study include a small sample of one class of nursing students.
Additionally, inability to suspend belief during the simulation may have affected student
performances. This research demonstrates both the need for a curriculum as well as clinical
judgment development.
Girdley, D., Johnsen, C., & Kwekkeboom, K. (2009). Facilitating a culture of safety and patient-
centered care through use of a clinical assessment tool in undergraduate nursing
education. Journal of Nursing Education, 48 (12), 702-710.
The principle investigator, a nursing faculty member, with funding from the Quality and
Safety Education for Nurses (QSEN) project developed clinical assessment checklists to assist
nursing students in recognizing safety risks. These assessment tools were created for student use
in the clinical setting to create an awareness and increased recognition of patient safety issues.
Student feedback on the checklists was collected at the end of each semester in written format.
The data revealed that the use of the tool increased students’ awareness of safety issues and the
authors concluded that the clinical assessment tool is useful as a teaching strategy. Limitations
of this evaluation included lack of faculty input in creating the safety assessment tools.
Additionally, the authors identified that the researchers had made an assumption regarding
students’ knowledge base of the clinical setting including equipment safety checks. While this
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evaluation provided pertinent information in terms or providing students with aid in assessing
safety, its lack of rigorous research and focus will not be beneficial for my research.
Haffer, A.G. & Raingruber, B.J. (1998). Discovering confidence in clinical reasoning and
critical thinking development in baccalaureate nursing students. Journal of Nursing
Education, 37 (2), 61-69.
Faculty from California State University developed a two credit hour clinical reasoning
course in the final term of the undergraduate-nursing program. The pedagogical approach
included case studies based on actual patient scenarios. The researchers utilized an interpretive
phenomenological investigation to explore how students perceived their developing clinical
reasoning and critical thinking skills. The researchers examined and identified narrative themes
and exemplars through student logs. Themes included an improvement in confidence and
collaboration. An author-identified limitation included the effect of exposure in the clinical
setting on the development of confidence and critical thinking. Additionally, this research
collected qualitative data through writing to a small sample size of 15 students, without a control
group to provide comparison or the use of program knowledge testing as with Baumberger
(2005). The goal of the researchers was to provide their audience, faculty, a greater
understanding of how students experience clinical reasoning and critical thinking. With that,
this study will benefit my research by corroborating the research of both Baumberger (2005) and
Lasater (2009) by demonstrating that the use of patient case studies aids in the development of
clinical judgment.
Halbach, J.L. & Sullivan, L.S. (2005). Teaching medical students about medical errors and
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patient safety: Evaluation of a required curriculum. Academic Medicine, 80(6), 600-606.
Physician researchers aimed to assess a patient safety curriculum focusing on medical
errors with 572 medical students. The curriculum consisted of a brief four hours with a focus
placed on discussion of medical errors with skills and simulation related to reporting a medical
error to a patient. The researchers utilized a quantitative pretest-posttest design. Participants
completed a questionnaire regarding their self-awareness of their strengths and weaknesses prior
to the course and repeated the questionnaire post their simulation experience comprising
delivering the news of medical error to a patient. The results yielded an increase in self-reported
confidence and knowledge of delivering information regarding a medical error to a patient.
Limitations for this study include a single institution focus, a pre-post test design without a
control group, and the data consisting of self-reported information only. While this research
examines the evaluation of a curriculum as it relates to patient safety, its focus comprises
recognition of an error and communicating the error rather than preventing the error. With that,
this study will not benefit my research.
Henneman, E.A., & Cunningham, H. (2005). Using clinical simulation to teach patient safety
in an acute/critical care nursing course. Nurse Educator, 30 (4), 172-177.
Nursing faculty from University of Massachusetts, provided data for nurse educators
from a course evaluation that incorporated simulation as a pedagogical approach to teaching
patient safety. With smaller class sizes, the authors were able to have students participate in three
simulations designed to incorporate patient safety. Evaluation of the course included a mixed
methods design with the use of an instrument including open-ended questions, which were
triangulated with information collected during the debriefing process. Overall, the students
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reported an increase in their confidence and comfort with key safety issues such as collaboration
and communication. Limitations for this evaluation included the author designed research in
which the literature did not mention its content, validity or reliability or their sample size.
Additionally, this data, like various other studies relied on students’ self-reported data
(Ardizzone, et al.,2009; Halbach et al., 2005). While Henneman et al. (2005) report increases in
confidence and comfort in providing safe care, Gantt and Corbett’s (2010) research utilizing
simulation reported students’ inability to practice with key safety principles. For the purpose of
my research, this study can support the use of simulation as a pedagogical approach to increase
confidence in practice.
Jansma, J.D., Wagner, C., & Bijnen, A.B. (2010). Residents’ intentions and actions after
patient safety education. BioMed Central Health Services Research, 10, 350-357.
Physicians in the Netherlands, sought to discover residents’ intentions and actions to
improve patient safety after they received patient safety education. To that end, the authors
investigated the barriers related to change in order to promote safety in acute clinical settings.
Participants included physicians from multiple sites with various practice specialties. Seventy-
one physicians participated in a two-day patient safety curriculum. Qualitative measures were
used to gain insight into personal experiences three months after completing the course. An
inductive theory approach was utilized with open coding. While participants had developed an
action plan to promote patient safety in the practice setting, barriers precluded implementation
of many action plans. A limitation to this study includes data comprising of self-reports only.
Since all data was qualitative, there is a threat to interpretative bias as well. While this study did
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rely on self-reported data, the researchers sought out to ascertain the actual affect of the
curriculum, however this is not a focus of my research.
Lasater, K. (2006). Clinical judgment development: Using simulation to create an assessment
rubric. Journal of Nursing Education, 46 (11), 496-503.
This researcher has completed multiphase research with numerous publications related
the use of simulation to develop clinical judgment. The purpose of this exploratory research
was to develop a rubric that describes levels of performance in clinical judgment in an effort to
assess student responses during simulation. Thirty-one students participated in simulations with
trained faculty raters to perform internal consistency. The rubric evolved during the collection
phase, which may have affected the validity of the findings. Descriptive stats and ANOVA
were used for the quantitative analysis, with the sample size being small, there were no
significant differences among descriptive data and scoring. Qualitative methods included
written observations of the simulations by trained faculty. This initial feedback from faculty
prompted changes to the rubric. Limitations to this study include the evolution of the rubric
during data collection, and the small sample size. This data was collected through student
simulation over a semester, therefore it is possible that students shared experiences about their
simulation, affecting the results. While other studies have utilized simulation, the data has been
self-reported (Bambini, et al., 2009). My research utilizes the Lasater Clinical Judgment (LCJR),
therefore its development and statistical procedures are pertinent to my study.
Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment:
Students’ experiences. Journal of Nursing Education, 46 (6), 269-275.
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In relation to Lasater’s (2007) previous study, this phase of the research focused on the
student perspective of the simulation experiences. While gathering data related to the rubric,
Lasater (2007) included qualitative data gathered from student focus group interviews with 39
undergraduate nursing students to explore the strengths and limitations of high-fidelity
simulation from the student’s perspective. After coding, a thematic analysis revealed the
students’ confidence in their ability to link theory with practice in simulation. Additional themes
included an increased awareness and the desire for more feedback. In terms of awareness,
various researches discussed this in both nursing (Ardizzone, et al., 2009) and medicine
(Halbach, et al., 2005). Limitations include a small sample size and internal threats to validity
with coding and thematic analysis. This data supports the use of simulation as a tool to link
theory with practice, which is a strong aspect of my study in terms of transferring from the
academe to the hospital setting.
Lasater, K., & Nielsen, A. (2009). The influence of concept-based learning activities on
students’clinical judgment development. Journal of Nursing Education, 48 (8), 441-446.
Lasater and Nielson (2009) performed a quasi-experimental mixed methods study to
examine the affect of concept-based learning on students’ development of clinical judgment.
The sample consisted of 13 junior level nursing students. The experimental group was exposed
to concept-based learning in the form of case studies prior to participating in a high-fidelity
simulation. Quantitative data was collected utilizing the Lasater Clinical Judgment Rubric
(LCJR), as discussed in Lasater (2006). A one-way analysis of variance demonstrated a
statistically significant higher score for the experimental group. The primary investigator
collected the qualitative data, video recorded and watch by several researchers for coding and
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identifying themes. Overall, the students stated the case studies provided structure and faculty
involvement/guidance was crucial. As opposed to the previous study by Lasater (2006), there
were no changes made to the LCJR, and inter-rater reliability was demonstrated. Limitations
include a small sample size, potential bias, and students sharing simulation experiences with
those that have not participated. While Baumberger (2005) demonstrated case study
effectiveness, Lasater and Neilson’s (2009), research allows for quantitative data not reliant on
student perception, which increases its corroboration and strength for my study.
McKeon, L.M., Norris, T., Cardell, B., & Britt, T. (2009). Developing patient-centered care
competencies among prelicensure nursing students using simulation. Journal of Nursing
Education, 48 (12), 711-715.
Faculty from the University of Tennessee aimed to compare the effectiveness and
efficiency of computer-based simulation, such as gaming versus traditional manikin-based
simulations. Like, Girdley et al. (2009), the research site was chosen to participate in the QSEN
project. A pretest-posttest case study design was utilized to compare the two types of simulation.
Total sample size was 65 nursing students in an undergraduate pediatric nursing course. All 65
students completed the pre-test and were then split into one of the simulation groups. While
there was an improvement in the over-all patient-centered care competencies, there was no
difference in scores found by simulation interventions. Limitations of this study include a small
sample size and the pretest-posttest design. While this research may provide valuable
information, it does not provide a benefit for my research.
Nei, Y., Lin, L., Chen, P., Barraclough, B., Zhang, M., & Li, J. (2011). Patient safety education
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for undergraduate medical students: A systematic review. BioMed Central Medical
Education, 11 (33), 1-8.
With an aim to identify a successful patient safety educational intervention, the
researchers systematically reviewed studies related to the introduction and implementation of a
patient safety education curriculum for undergraduate medical students. Inclusion criteria
included randomized or non-randomized, pre/post-test or descriptive studies reporting the
outcomes of patient safety curricula on knowledge, skills and attitudes of undergraduate medical
students. Additionally, inclusion criteria also included an intervention with outcome data. The
researchers performed a comprehensive literature search including medical databases. Meta-
analysis was calculated if possible, otherwise a descriptive analysis was completed. The initial
analysis pooled 1481 studies, resulting in a total of seven studies that met the criteria with each
using self-made questionnaires to examine students’ perceptions of their knowledge and
attitudes. Nei et al. (2011) reported that current patient safety curriculum is based on remedy,
not prevention, which is lacking in the current literature. This is demonstrated in Halbach et al.
(2005), with a focus on reporting errors rather than prevention. Limitations include the search
only looked at medical databases. Despite this literature review not including nursing, the lack
of medical research demonstrates a need for an interdisciplinary standardized curriculum with
documented outcomes.
Piscotty, R., Grobbel, C., & Tzeng, H.M. (2011). Integrating quality and safety competencies
into undergraduate nursing using student-designed simulation. Journal of Nursing
Education, 50 (8), 429-435.
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Nursing faculty aimed to study if a student-led simulation was effective in increasing
students’ quality and safety knowledge, skills, and attitudes in six QSEN areas. Two hypotheses
were tested using a quasi-experimental pretest-posttest design: (1) the postiventory mean scores
will be significantly higher than the preinventory scores and (2) the posttest mean scores will be
significantly higher that the pretest scores. A convenience sample of 141 undergraduate nursing
students participated in this study. Two instruments were developed and used. One instrument
or inventory was designed to measure students’ self-rated knowledge, skills and attitudes, . The
second was a multiple-choice test to examine knowledge. The hypothesis regarding students’
self-rated quality, skills and attitudes were supported. On the contrary, the knowledge test was
not supported. While this was not measured in simulation, the findings corroborate with Cooper
et al., (2009) and Gantt et al., (2010). The authors posit this may be secondary to the test’s
reliability, which contributes to a limitation of this study. Further limitation includes using two
separate cohorts of students, a traditional and an accelerated second-degree without a control
group. This study, in combination with the others mentioned, support the need for further
research not reliant on self-reporting.
Richardson, A. & Storr, J. (2010). Patient safety: a literature review on the impact of nursing
empowerment, leadership and collaboration. International Council of Nurses, 57 (1),
12-21.
The authors conducted a meta-analysis to identify the extent that nursing leadership,
collaboration and empowerment can impact patient safety. After a comprehensive search of
electronic databases, eleven studies met the inclusion criteria determined by the researchers.
Analysis revealed that leadership behaviors and styles impact patient safety and outcomes. The
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leadership skills noted among all of the research analyzed included collaboration and teamwork.
A limitations of the research included reviewing papers only in the English language. This
research demonstrates a need for a curriculum that links leadership skills to patient safety, and
will be an asset to my literature review.
Schmid, A., Hoffman, L., & Happ, M.B., (2007). Failure to Rescue: a literature review.
The Journal of Nursing Administration, 37 (4), 188-197.
The authors include nursing faculty and nursing administrators in a hospital setting. The
purpose of their literature review was to enhance nurses executives’’ understanding of failure to
rescue as a nurse outcome. The authors searched multiple medical and nursing databases, which
revealed three streams; failure to rescue as a quality outcome indicator, relationship of failure to
rescue and nurse staffing variables, and the impact of the rapid response team in reducing in-
hospital cardiac arrest and unexpected transfers to the intensive care units. Several studies
document that the greater number of registered nurse hours per day was associated with a lower
failure to rescue rate. A limitation of these data collections includes different methods of
reporting and nurse patient ratios. As Cooper et al., (2010) demonstrated, graduating nursing
students were unable to recognize and intervene appropriately with a deteriorating patient.
While this research does not directly link to my proposed study, the information regarding failure
to rescue is an important aspect. The simulations for my study are failure to rescue cases, which
this research supports.
Stahl, K., Augenstein, J., Schulman, C.I., Wilson, K., McKenney, M., & Livingstone, A.
(2011). Assessing the impact of teaching patient safety principles to medical
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students during surgical clerkships. Journal of Surgical Research, 170 (1), e29-e40.
The researchers from University of Miami hypothesized that students who participated in
a safety curriculum would be knowledgeable regarding patient safety and are more likely to
intervene to avoid patient errors. The researchers developed a two part curriculum with general
safety information during year one of medical school including 110 participants, and specific
surgical safety training during year three which included 67 participants from the original 110
participants. The curriculum consisted of lecture, multiple-choice tests and web-based surveys.
Quantitative data was collected with pretest/posttests exploring students’ perception of safety, as
well as knowledge test scores. Results yielded a higher report of patient safety concerns, which
correlated, with the theoretical knowledge of patient safety principles. Additionally, the students
that participated in both the first and third year had increased self-reported as well as tested
theoretical knowledge. Limitations include the use of self-reported data and exposure to patient
safety in the clinical setting. This research demonstrates that education can be effective,
therefore it will benefit my research.
Thompson, D.A., Cowan, J., Holzmueller, C., Wu. A.W., Bass, E., Pronovost, P. (2008).
Planning and implementing a systems-based patient safety curriculum in medical
education. American Journal of Medicine, 23 (4), 271-277.
The authors consisted of nurse educators and physicians at John Hopkins University. The
purpose of their research was to evaluate the effectiveness of a novel patient safety curriculum
for first-year medical students at Johns Hopkins University School of Medicine. A ten-hour
patient safety elective consisting of lectures, case studies, role-play, video analysis, and
shadowing a nurse was created for all first year medical students. A large focus of the
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curriculum was identifying defects or system problems. The data provided was from course
evaluations, which demonstrated positive feedback. While there are similarities with that of
Halbach et al. (2005) in terms of a medical curriculum, its lack of rigorous research methods will
not benefit my study.
Tregunno, D., Jeffs, L., & Hall, L.M. (2009). Leadership for patient safety and learning in
critical care. The Journal of Nursing Administration, 39 (7/8), 334-339.
The authors used a qualitative approach to explore nursing leadership as it pertains to
patient safety in critical care in an effort to identify areas for improvement to promote positive
patient outcomes. The researchers conducted focus group interviews with providers and
managers within the hospital setting to explore identification of the bedside nurse leaders for
patient safety. Three themes emerged and included; the experienced nurse with situation
awareness and the ability to advocate for their patients. The themes will provide the framework
for developing leadership of nurses within their institution. A limitation of this study includes
collecting data from only one unit in the hospital, which may be biased. The themes identified
align with the Institute of Medicine’s recommendations (2010), and provide data for my
research in terms of leadership skill.
Vaismoradi, M., Salsali, M., & Marck, P. (2011). Patient safety: nursing students’ perspectives
and the role of nursing education to provide safe care. International Nursing Review,
58 (4), 434-441).
Nursing faculty in Iran aimed to explore Iranian nursing students’ perspectives regarding
patient safety and the role of nursing education in developing their ability to provide safe care.
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The methodology included a qualitative study using content analysis approach for data collection
and analysis. Participants included seventeen nursing students in various stages in the
curriculum. Data gathering included face-to-face semi-structured interviews which focused on
participants’’ perspective on patient safety. The results demonstrated that students did not feel
knowledgeable and were dissatisfied with patient safety content. The limitations for this study
included its small sample size with students at various stages in the program. Additionally, the
use of qualitative data limits the findings, bias may have been a factor. This research supports
the need for a global standardized curriculum and will add to my research.
Varkey, P., Karlapudi, S., Rose, S., & Swensen, S. (2009). A patient safety curriculum for
graduate medical education: results from a needs assessment of a needs assessment of
educators and patient safety experts. American Journal of Medical Quality, 24 (3),
214-221.
Physician researchers from the Mayo Clinic performed a needs assessment to aid in the
development of a patient safety curriculum for the graduate medical education programs. The
needs assessment consisted of an institution-wide assessment surveying program directors,
institutional safety experts, and experts in simulation technology. Data was collected through
open-ended questions during interviews. Additionally, ongoing patient safety initiative and
curricula were examined and safety/education experts were identified. This assessment revealed
several concerns regarding inadequate faculty development and role modeling that might
negatively affect or impede patient safety training. The researchers uncovered twenty-one
safety-topics and created themes including; (1) cultural, (2) cognitive, and (3)technical content.
The study participants felt that the experiential learning with simulation currently in their
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programs provided the most effective method to teach and learn. This study provided the means
to develop and implement appropriate patient safety curriculum. Limitations for this study
include a select group of participants with a threat to bias. While the information is valuable and
supports a need for patient safety curriculum in both medicine and nursing, it will not benefit my
research.
Wakefield, A., Attree, M., Braidman, I., Carlisle, C., Johnson, M., & Cooke, H. (2005).
Patient safety: do nursing and medical curricula address this theme? Nurse
Education Today, 25, 333-340.
Researchers performed a literature review to examine what extent patient safety is
addressed within medical an nursing curricula in the United Kingdom. The literature review of
both medical and nursing journals revealed a low emphasis on patient safety. Limitations of this
study include evaluating the literature in England only and lack of criteria or a selection process
noted. Therefore, secondary to the unknown selection or methodology, it appears this article is
not of a research basis and therefore will not be included in my study.
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References
Ardizzone, L.A., Enlow, W.M., Evanina, E.Y., Schnall, R., & Currie, L. (2009). Impact of
a patient safety curriculum for nurse anesthesia students. Journal of Nursing Education,
48 (12), 706-715.
Bambini, D., Washburn, J., & Perkins, R. (2009). Outcomes of clinical simulation for
Novice nursing students: Communication, confidence and clinical judgment. Nursing
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