ABSTRACT
Patient safety is receiving unprecedented attention among clinicians, researchers, and managers in health care systems. In particular, the focus is on the magnitude of systems-based errors and the urgency to identify and prevent these errors. In this new era of patient safety, attending to errors, adverse events, and near misses warrants consideration of both active (individual) and latent (system) errors. However, it is the exclusive focus on individual errors, and not system errors, that is of concern regarding nursing education and patient safety. Educators are encouraged to engage in a culture shift whereby student error is considered from an education systems perspective. Educators and schools are challenged to look within and systematically review how program structures and processes may be contributing to student error and undermining patient safety. Under the rubric of patient safety, the authors also encourage educators to address discontinuities between the educational and practice sectors.
Subject(s)
Education, Nursing/organization & administration , Medical Errors/nursing , Medical Errors/prevention & control , Safety Management , Students, Nursing , Clinical Competence , Curriculum , Faculty, Nursing/organization & administration , Health Services Needs and Demand , Humans , Medical Errors/statistics & numerical data , Models, Educational , National Academies of Science, Engineering, and Medicine, U.S., Health and Medicine Division , Nursing Education Research , Organizational Culture , Organizational Innovation , Outcome and Process Assessment, Health Care/organization & administration , Safety Management/organization & administration , Students, Nursing/statistics & numerical data , United StatesABSTRACT
Advance directives (ADs) are documents that allow competent individuals to set forth their medical treatment wishes and/or to name a proxy in the event that they lose the capacity to communicate these decisions in the future. Despite the benefits of and support for such documents, very few people have completed an AD. This posttest-only experimental study examined whether an individualized intervention given to half of the older adults who attended an educational session increased the discussion and/or completion of ADs. Of the 74 participants, 25.7% (n = 19) completed an AD. There were no significant differences between control and intervention groups on the discussion and/or completion of ADs. Multivariate analysis indicated that perceived barriers were significantly associated with the discussion and completion of ADs. Content analysis revealed that major barriers to discussion and completion include procrastination and a reluctance to think about deteriorating health status and/or death.
