Hemşirelik öğrencilerinin tıbbi hatalara yönelik tutumlarının problem çözme becerileri ile ilişkisi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma hemşirelik öğrencilerinin tıbbi hatalara yönelik tutumlarının problem çözme becerileri ile ilişkisini incelemek amacıyla gerçekleştirildi. Tanımlayıcı ilişki arayıcı tipte olan bu çalışma, Konya ilinde bir hemşirelik fakültesinde eğitim gören 252 hemşirelik öğrencisi ile Kasım-Aralık 2023 tarihleri arasında yapıldı. Araştırmada Tanımlayıcı Bilgi Formu, Tıbbi Hata Tutum Ölçeği (THTÖ) ve Problem Çözme Envanteri (PÇE) kullanıldı. Veriler yüzde, frekans analizi, bağımsız örneklem t testi, tek yönlü varyans analizi, Pearson Korelasyon Analizi ve Yapısal Eşitlik Modeli ile analiz edildi. Araştırma için etik kurul izni, kurum izni, ölçek kullanım izinleri ve hemşirelik öğrencilerinden sözel izin alındı. Çalışmada hemşirelik öğrencilerinin THTÖ toplam puan ortalamasının (3,79±0,38) yüksek düzeyde, PÇE toplam puan ortalamasının (86,66±20,53) ise orta düzeyin üzerinde olduğu belirlendi. Hemşirelik öğrencilerinin %52,8'inin hasta güvenliği ile ilgili ders almadığı ve %71'inin ise tıbbi hata yaptığı saptandı. En fazla yapılan tıbbi hataların iletişim ve el yıkama hatası olduğu, tıbbi hatayı raporlayan öğrencilerin oranının ise %40,5 olduğu tespit edildi. Tıbbi hatayı raporlamama nedeni olarak en fazla hastanın zarar görmemesi ve nasıl raporlama yapılacağının bilinmemesi olarak belirlendi. Hemşirelik öğrencilerinin tıbbi hata tutumu ile problem çözme becerisi arasında negatif yönde, orta düzeyde ve istatistiksel olarak ileri derecede anlamlı (r=0,347, p<0,001) bir ilişki bulundu. PÇE'den alınan puanın artması problem çözme becerisinin azaldığı, alınan puanın azalması ise problem becerisinin arttığı şeklinde yorumlanmaktadır. Bu doğrultuda, hemşirelik öğrencilerinin problem çözme becerisi artarken tıbbi hatalara yönelik olumlu tutumlarının da arttığı saptandı. Yapılan yapısal eşitlik analizi sonucunda hemşirelik öğrencilerinin problem çözme becerisinin tıbbi hatalara yönelik tutumlarını %11 oranında açıkladığı belirlendi. Bu çalışmanın sonucunda hemşirelik öğrencilerinin tıbbi hatalara ve hata bildirimine yönelik farkındalıklarının yüksek olduğu, problem çözme becerileri konusunda ise kendilerini yetersiz olarak algıladıkları bulundu. Tıbbi hatalara karşı yaklaşımda problem çözme becerisinin önemi açısından, eğitim müfredatlarında probleme dayalı vaka çözümü yöntemlerinin kullanılması önerilmektedir.
This study was conducted to examine the relationship between nursing students' attitudes towards medical errors and their problem-solving skills. This descriptive, relationship-seeking study was conducted between November and December 2023 with 252 nursing students studying at a nursing faculty in Konya. The Descriptive Information Form, Medical Error Attitude Scale (MEAS) and Problem-Solving Inventory (PSI) were used in the study. Data were analyzed using percentage, frequency analysis, independent sample t-test, one-way analysis of variance, Pearson Correlation Analysis and Structural Equation Model. Ethics committee approval, institutional permission, scale usage permissions and verbal permissions from nursing students were obtained for the study. In the study, it was determined that the total mean score of nursing students on the MEAS (3.79±0.38) was high, and the total mean score of the PSI (86.66±20.53) was above the moderate level. It was determined that 52.8% of nursing students did not take courses on patient safety and 71% made medical errors. It was determined that the most common medical errors were communication and hand washing errors, and the rate of students reporting medical errors was 40.5%. The most common reason for not reporting medical errors was determined as not harming the patient and not knowing how to report. A negative, moderate and statistically highly significant (r=0.347, p<0.001) relationship was found between nursing students' medical error attitude and problem solving skills. An increase in the score obtained from the PSI is interpreted as a decrease in problem solving skills, and a decrease in the score obtained is interpreted as an increase in problem solving skills. In this direction, it was determined that while nursing students' problem solving skills increased, their positive attitudes towards medical errors also increased. As a result of the structural equation analysis, it was determined that nursing students' problem solving skills explained their attitudes towards medical errors by 11%. As a result of this study, it was found that nursing students' awareness of medical errors and error reporting was high, but they perceived themselves as inadequate in terms of problem solving skills. In terms of the importance of problem solving skills in the approach to medical errors, it is recommended that problem-based case solution methods be used in educational curricula.
This study was conducted to examine the relationship between nursing students' attitudes towards medical errors and their problem-solving skills. This descriptive, relationship-seeking study was conducted between November and December 2023 with 252 nursing students studying at a nursing faculty in Konya. The Descriptive Information Form, Medical Error Attitude Scale (MEAS) and Problem-Solving Inventory (PSI) were used in the study. Data were analyzed using percentage, frequency analysis, independent sample t-test, one-way analysis of variance, Pearson Correlation Analysis and Structural Equation Model. Ethics committee approval, institutional permission, scale usage permissions and verbal permissions from nursing students were obtained for the study. In the study, it was determined that the total mean score of nursing students on the MEAS (3.79±0.38) was high, and the total mean score of the PSI (86.66±20.53) was above the moderate level. It was determined that 52.8% of nursing students did not take courses on patient safety and 71% made medical errors. It was determined that the most common medical errors were communication and hand washing errors, and the rate of students reporting medical errors was 40.5%. The most common reason for not reporting medical errors was determined as not harming the patient and not knowing how to report. A negative, moderate and statistically highly significant (r=0.347, p<0.001) relationship was found between nursing students' medical error attitude and problem solving skills. An increase in the score obtained from the PSI is interpreted as a decrease in problem solving skills, and a decrease in the score obtained is interpreted as an increase in problem solving skills. In this direction, it was determined that while nursing students' problem solving skills increased, their positive attitudes towards medical errors also increased. As a result of the structural equation analysis, it was determined that nursing students' problem solving skills explained their attitudes towards medical errors by 11%. As a result of this study, it was found that nursing students' awareness of medical errors and error reporting was high, but they perceived themselves as inadequate in terms of problem solving skills. In terms of the importance of problem solving skills in the approach to medical errors, it is recommended that problem-based case solution methods be used in educational curricula.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Hasta Güvenliği, Hemşirelik Öğrencileri, Problem Çözme, Problem Çözme Becerisi, Tıbbi Hata, Tıbbi Hata Tutumu, Medical Error, Medical Error Attitude, Nursing Students, Patient Safety, Problem Solving, Problem Solving Skills
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Çabuk, E. A. (2024). Hemşirelik öğrencilerinin tıbbi hatalara yönelik tutumlarının problem çözme becerileri ile ilişkisi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Sağlık Bilimleri Enstitüsü Hemşirelik Anabilim Dalı, Konya.
