Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

dc.creator	Phyllis Montgomery
dc.creator	Sharolyn Mossey
dc.creator	Laura Killam
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:12Z
dc.date.available	2015-08-12T11:18:12Z
dc.identifier	10.5430/jnep.v3n8p1
dc.identifier	1925-4040
dc.identifier	1925-4059
dc.identifier	https://doaj.org/article/9d5b9b468a0a4065aa45f2611ca6739f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26731
dc.description	<span style="font-family: Times New Roman; font-size: small;"> </span><p class="a"><strong>Background:</strong> Little is known about novice students’ perspectives of safety in clinical learning. This gap prevents a comprehensive understanding of their efforts to demonstrate clinical competence while securing safety for stakeholders in increasing complex practice environments. The purpose of this study was to describe impediments to safe clinical learning as perceived by second year students enrolled in a baccalaureate nursing program.</p> <p class="a"><strong>Methods:</strong> Q-methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning circum-<br /> stances. Across two program sites in northern Ontario, Canada, 73 second year students sorted 43 theoretical statement cards identifying unsafe clinical practices and situations. Centroid factor analysis and varimax rotation yielded correlations between participants who held similar and different viewpoints about impediments to safety in clinical learning.</p> <p class="a"><strong>Results:</strong> Three discrete perspectives and one consensus perspective constituted second year students’ description of unsafe clinical circumstances. The discrete viewpoints were unprepared for role enactment, unsupported learning, and breached standards. There was consensus that a failure to demonstrate patient protection compromised clinical safety. The findings characterized unsafe clinical milieus as a combination of student, educator and programmatic accountability issues.</p> <strong>Conclusions:</strong> The shared perspectives of novice learners call attention to student preparedness, learning support and adherence to disciplinary standards. Educators and clinicians are compelled to address these issues for the development of conscientious novices within a culture of safety.
dc.language	English
dc.publisher	Sciedu Press
dc.relation	http://www.sciedu.ca/journal/index.php/jnep/article/view/1789
dc.relation	https://doaj.org/toc/1925-4040
dc.relation	https://doaj.org/toc/1925-4059
dc.source	Journal of Nursing Education and Practice, Vol 3, Iss 8 (2013)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology
dc.type	article