Self-reported competencies in patient safety and influencing factors: a preliminary study among healthcare students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15120%2F25%3A73631794" target="_blank" >RIV/61989592:15120/25:73631794 - isvavai.cz</a>

Výsledek na webu

<a href="https://cejnm.osu.cz/artkey/cjn-202503-0001_self-reported-competencies-in-patient-safety-and-influencing-factors-a-preliminary-study-among-healthcare-stud.php" target="_blank" >https://cejnm.osu.cz/artkey/cjn-202503-0001_self-reported-competencies-in-patient-safety-and-influencing-factors-a-preliminary-study-among-healthcare-stud.php</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15452/CEJNM.2025.16.0016" target="_blank" >10.15452/CEJNM.2025.16.0016</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Self-reported competencies in patient safety and influencing factors: a preliminary study among healthcare students

Popis výsledku v původním jazyce

The study aimed to evaluate the self-reported competencies of healthcare students in patient safety within academic and clinical settings and to identify factors influencing these competencies. A cross-sectional study. Methods: The study was conducted between February and June 2024 among 282 healthcare students (nursing, midwifery, and paramedicine) from two faculties in the Slovak Republic. The Health Professional Education in Patient Safety Survey (H-PEPSS) was used to measure six key dimensions of patient safety competencies. Data were analyzed using descriptive and inferential statistics, with correlations explored between competencies and sociodemographic or personality factors. Students reported higher patient safety competencies in academic settings compared to clinical environments, with Managing Safety Risks receiving the highest ratings and Effective Communication the lowest. Significant differences were observed across disciplines, with nursing students generally reporting stronger competencies. Factors such as year of study, clinical placement type, previous healthcare experience, and personality factors influenced competency evaluations (p ≤ 0.05). The findings highlight the need to enhance training in communication and teamwork, and to foster a safety culture, particularly in clinical settings. Expanding patient safety education to a broader range of healthcare disciplines and standardizing training across curricula are vital steps to ensuring comprehensive preparation for future healthcare providers.

Název v anglickém jazyce

Self-reported competencies in patient safety and influencing factors: a preliminary study among healthcare students

Popis výsledku anglicky

The study aimed to evaluate the self-reported competencies of healthcare students in patient safety within academic and clinical settings and to identify factors influencing these competencies. A cross-sectional study. Methods: The study was conducted between February and June 2024 among 282 healthcare students (nursing, midwifery, and paramedicine) from two faculties in the Slovak Republic. The Health Professional Education in Patient Safety Survey (H-PEPSS) was used to measure six key dimensions of patient safety competencies. Data were analyzed using descriptive and inferential statistics, with correlations explored between competencies and sociodemographic or personality factors. Students reported higher patient safety competencies in academic settings compared to clinical environments, with Managing Safety Risks receiving the highest ratings and Effective Communication the lowest. Significant differences were observed across disciplines, with nursing students generally reporting stronger competencies. Factors such as year of study, clinical placement type, previous healthcare experience, and personality factors influenced competency evaluations (p ≤ 0.05). The findings highlight the need to enhance training in communication and teamwork, and to foster a safety culture, particularly in clinical settings. Expanding patient safety education to a broader range of healthcare disciplines and standardizing training across curricula are vital steps to ensuring comprehensive preparation for future healthcare providers.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

30307 - Nursing

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Central European Journal of Nursing and Midwifery

ISSN

2336-3517

e-ISSN

—

Svazek periodika

16

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

2227-2237

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105015194051