In brief
This qualitative study reveals that U. S.
What this article is about
Quick Answer
This qualitative study reveals that U.S. RN clinical instructors often feel unprepared to teach QSEN patient safety competencies, relying heavily on self-taught methods despite having working knowledge of the concepts. They primarily use hands-on activities and discussions for experiential learning.
Student takeaways
Key Takeaways
- Clinical instructors report a lack of formal preparation for teaching QSEN patient safety competencies.
- Instructors are largely self-taught regarding QSEN patient safety content despite possessing working knowledge.
- Experiential learning methods (hands-on activities, discussion) are the primary teaching strategies described by clinical instructors.
- There is an identified need for nursing programs to provide better tools and support for faculty in delivering effective patient safety education.
- The study highlights a gap between theoretical understanding of QSEN competencies and practical application in teaching them.
Student summary
Why This Research Matters
This article, titled 'A Qualitative Descriptive Study of Factors Affecting Patient Safety Education of Nursing Students,' explores a critical aspect of nursing education: how clinical instructors prepare and teach patient safety competencies to pre-licensure Registered Nurse (RN) students in the United States. The study is based on interviews with 17 RN clinical instructors, aiming to understand their preparedness for teaching these essential skills and the strategies they employ.
The research focuses on QSEN (Quality and Safety Education for Nurses) patient safety competencies, which are crucial for ensuring safe care delivery by new nurses. The authors frame this as a nursing problem because effective education in patient safety is vital to reducing medical errors and improving patient outcomes. However, the study highlights that many clinical instructors feel unprepared or self-taught when it comes to teaching these specific competencies.
For students appraising this research, several aspects are important: 1. **Research Design:** It's a qualitative descriptive study using semi-structured interviews and an open-ended questionnaire. This design is suitable for exploring experiences and perceptions in depth but doesn't allow for generalization of findings to all nursing programs or instructors. 2. **Sample Size & Selection:** The sample consists of 17 RN clinical instructors from pre-licensure programs. While this provides rich data, the small number means the findings are specific to these participants and their experiences. 3. **Themes Identified:** The analysis revealed several key themes regarding preparedness and teaching strategies. These include a lack of formal preparation for QSEN competencies (leading to self-taught approaches), reliance on personal experience or informal resources, and a working knowledge of patient safety concepts despite this gap in formal training. 4. **Teaching Strategies:** Instructors described their experiential teaching methods as primarily hands-on activities and discussions. This aligns with the study's theoretical grounding in Kolb's Experiential Learning Theory (ELT) and Kraiger et al.'s knowledge, skills, and attitude learning construct. 5. **Source & Rights:** The paper is a dissertation from ProQuest LLC. It's important to note that while ERIC provides metadata for this record, the full text may have separate rights restrictions as indicated by 'ERIC metadata; downstream full text may have separate rights.' Always check publisher guidelines before reproducing content.
How would a nurse reason from this evidence? A practicing nurse or nursing student could use these findings to advocate for better support and resources for clinical instructors. If instructors feel unprepared, it suggests that nursing programs might need to integrate more specific training on QSEN competencies into faculty development initiatives. This is crucial because well-prepared instructors can directly impact the quality of patient safety education students receive, ultimately influencing their ability to provide safe care in practice.
The study also points out a gap: clinical instructors possess working knowledge but lack formal preparation for teaching these specific competencies. This implies that while they may understand patient safety concepts, translating this into effective pedagogy might be challenging without dedicated training. The reliance on self-teaching and experiential methods highlights the importance of practical application in learning.
In summary, this study sheds light on a significant issue within nursing education: ensuring clinical instructors are adequately equipped to teach critical patient safety competencies. It underscores that while hands-on teaching is valued, there's a need for more structured preparation for faculty themselves.
Source abstract
Study Overview
The purpose of this qualitative descriptive study was to explore how clinical instructors describe their preparedness of the QSEN patient safety competencies and subsequent experiential teaching strategies in pre-licensure registered nurse programs in the United States. The study was guided by D. A. Kolb's experiential learning theory and the knowledge, skills, and attitude learning construct by Kraiger et al. The research questions were: How do clinical instructors describe their teaching preparedness of the QSEN patient safety competencies in pre-licensure Registered nurse programs? How do clinical instructors describe their experiential teaching strategies of the QSEN patient safety competencies in pre-licensure registered nurse programs? Data were obtained from 17 registered nurse clinical instructors from pre-licensure nursing programs using one-to-one semi-structured interviews and an open-ended questionnaire and analyzed according to Braun and Clarke's reflexive thematic analysis. Two themes emerged to answer both research questions, one additional theme emerged to answer the first research question, and two themes emerged to answer the second research question. Clinical instructors lack preparation to teach patient safety competencies and are self-taught, but they do have a working knowledge of patient safety competencies. Clinical instructors describe their experiential teaching strategies as hands-on, and discussion based. The results may help nursing programs better understand the needs of their clinical faculty so they can provide the necessary tools to provide effective patient safety education and apply those tools to other nursing topics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Evidence appraisal
Main Findings
- Clinical instructors report a lack of formal preparation for teaching QSEN patient safety competencies.
- Instructors are largely self-taught regarding QSEN patient safety content despite possessing working knowledge.
- Experiential learning methods (hands-on activities, discussion) are the primary teaching strategies described by clinical instructors.
- There is an identified need for nursing programs to provide better tools and support for faculty in delivering effective patient safety education.
- The study highlights a gap between theoretical understanding of QSEN competencies and practical application in teaching them.
Practice transfer
Clinical Relevance
- Nursing programs should prioritize professional development opportunities focused on QSEN competencies for clinical instructors.
- Faculty training initiatives could incorporate strategies to enhance the ability of instructors to effectively teach patient safety concepts using experiential methods.
- The findings support the integration of more structured and standardized approaches to teaching patient safety within pre-licensure curricula, informed by faculty needs.
- Improved preparation of clinical instructors can lead to more consistent and effective transmission of patient safety knowledge and skills to nursing students.
- Investing in faculty development for QSEN competencies is a key strategy for improving overall patient safety outcomes in future nursing practice.
Faculty notes
Educational Relevance
This qualitative descriptive study by Belinda Teresa Lowry investigates the preparedness and experiential teaching strategies of Registered Nurse (RN) clinical instructors in pre-licensure programs regarding QSEN patient safety competencies within U.S. nursing education. The research is grounded in Kolb's Experiential Learning Theory and Kraiger et al.'s knowledge, skills, and attitude learning framework.
The study employed semi-structured interviews with 17 RN clinical instructors to explore two primary research questions: (1) How do these instructors describe their teaching preparedness for QSEN patient safety competencies? (2) How do they describe their experiential teaching strategies for these competencies?
Key findings from the thematic analysis of interview data reveal a significant gap in formal preparation. Clinical instructors often report feeling unprepared or self-taught when it comes to systematically delivering QSEN patient safety content, despite possessing a working knowledge of these competencies through experience and informal learning. This suggests that while they understand the concepts, translating this into effective pedagogy for students might be challenging without dedicated training.
Regarding teaching strategies, instructors predominantly described their methods as hands-on activities (e.g., simulations, direct patient care observation) and discussion-based approaches. These align with experiential learning principles, which are crucial for developing practical skills in patient safety.
The implications of these findings are substantial for nursing education programs. They highlight a critical need to better support clinical faculty by providing them with specific training on QSEN competencies and effective teaching methodologies tailored to these complex topics. This enhanced preparation can lead to more consistent, high-quality patient safety education across different pre-licensure programs.
The study's strengths lie in its qualitative approach, which allows for an in-depth exploration of instructors' perspectives and experiences. However, limitations include the relatively small sample size (17 participants), which limits generalizability; the self-reported nature of data from a single source type (clinical instructors); and the potential influence of researcher bias during thematic analysis.
Overall, this research provides valuable insights into an often-overlooked aspect of nursing education: faculty preparedness. By addressing these identified gaps in instructor training, nursing programs can better equip future nurses to deliver safe patient care.
Critical appraisal
Limitations
- Small sample size (17 participants) limits generalizability of findings.
- Data collected from self-reports by clinical instructors, which may be subject to recall bias or social desirability bias.
- The study focuses on U.S. pre-licensure programs; results may not apply universally across different educational systems or post-graduate settings.
Classroom use
Discussion Questions
- How can nursing schools effectively bridge the gap between faculty's working knowledge of patient safety and their preparedness to teach QSEN competencies?
- What specific types of training would be most beneficial for clinical instructors in teaching experiential learning strategies related to patient safety?
- In what ways might a lack of formal preparation impact students' understanding and application of patient safety principles?
- How can the findings from this study inform curriculum development at both faculty and student levels regarding QSEN competencies?
- What role do institutional resources play in supporting clinical instructors' ability to teach patient safety effectively, and how can these be improved?
- Are there differences in preparedness or teaching strategies between novice and experienced clinical instructors that were not explored here but might exist?
- How does the reliance on self-taught methods by instructors affect the consistency of patient safety education across different clinical sites?
- What are the potential long-term consequences for patient outcomes if faculty remain inadequately prepared to teach these critical competencies?
- Can experiential learning strategies alone be sufficient, or is there a need for more structured pedagogical approaches in teaching QSEN content?
- How can student feedback on their patient safety education experiences inform and improve instructor training programs?
Knowledge check
Quiz
1. What was the primary purpose of this qualitative descriptive study?
- To quantify patient safety incidents in nursing education.
- To explore clinical instructors' preparedness and teaching strategies regarding QSEN patient safety competencies for pre-licensure RN students.
- To compare different curricula for patient safety education.
- To evaluate student satisfaction with current patient safety training.
Rationale: The abstract explicitly states the purpose was to 'explore how clinical instructors describe their preparedness of the QSEN patient safety competencies and subsequent experiential teaching strategies in pre-licensure registered nurse programs'.
2. According to the study, what is one key characteristic of how clinical instructors describe their preparation for teaching patient safety competencies?
- They are formally trained by nursing schools.
- They lack formal preparation but have a working knowledge.
- They rely solely on standardized textbooks.
- They feel completely unprepared and avoid these topics.
Rationale: The abstract mentions that 'Clinical instructors lack preparation to teach patient safety competencies and are self-taught, but they do have a working knowledge of patient safety competencies'.
3. Which theory guided the research design of this study?
- Maslow's Hierarchy of Needs
- D. A. Kolb's experiential learning theory
- Kraiger et al.'s knowledge, skills, and attitude (KSA) learning construct
- Both D. A. Kolb's experiential learning theory and Kraiger et al.'s KSA learning construct
Rationale: The abstract states the study was 'guided by D. A. Kolb's experiential learning theory and the knowledge, skills, and attitude learning construct by Kraiger et al.'.
4. How many research questions were posed in this qualitative descriptive study?
- One
- Two
- Three
- Four
Rationale: The abstract lists two research questions: 'How do clinical instructors describe their teaching preparedness of the QSEN patient safety competencies...?' and 'How do clinical instructors describe their experiential teaching strategies...'.
5. What method was used to collect data from participants in this study?
- Surveys only
- Focus groups
- One-to-one semi-structured interviews and an open-ended questionnaire
- Observational studies
Rationale: The abstract specifies that 'Data were obtained...using one-to-one semi-structured interviews and an open-ended questionnaire'.
6. How many themes emerged from the data analysis to answer both research questions?
- One
- Two
- Three
- Four
Rationale: The abstract states, 'Two themes emerged to answer both research questions...'.
7. What was one additional theme that emerged specifically in response to the first research question (about teaching preparedness)?
- Clinical instructors' use of simulation technology.
- Their reliance on peer discussions for learning.
- Lack of formal preparation but having a working knowledge.
- The impact of hospital policies on their teaching.
Rationale: The abstract mentions, 'one additional theme emerged to answer the first research question' and that this was about instructors lacking preparation but having a working knowledge. This is consistent with other findings in the abstract regarding preparedness.
8. How did clinical instructors describe their experiential teaching strategies for QSEN patient safety competencies?
- Primarily lecture-based.
- Focused on theoretical discussions only.
- Hands-on and discussion based.
- Relied heavily on online modules.
Rationale: The abstract directly states, 'Clinical instructors describe their experiential teaching strategies as hands-on, and discussion based'.
9. What potential benefit of this study is mentioned in the abstract?
- To increase patient safety incidents for research purposes.
- To provide tools for nursing programs to better support clinical faculty.
- To change national QSEN competency standards.
- To eliminate the need for pre-licensure RN programs.
Rationale: The abstract concludes, 'The results may help nursing programs better understand the needs of their clinical faculty so they can provide the necessary tools...'
10. Which group was the focus of this study's investigation into patient safety education?
- Nursing students in post-licensure programs.
- Clinical instructors in pre-licensure RN programs.
- Patients receiving care from nursing students.
- Administrators of nursing schools.
Rationale: The abstract repeatedly refers to 'clinical instructors' and specifies they are part of 'pre-licensure registered nurse programs'.
Study cards
Flashcards
What was the primary purpose of this qualitative descriptive study?
The primary purpose was to explore how clinical instructors describe their preparedness in teaching QSEN patient safety competencies and their subsequent experiential teaching strategies in pre-licensure registered nurse programs in the United States.
Which theoretical frameworks guided this research?
D. A. Kolb's experiential learning theory and the knowledge, skills, and attitude (KSA) learning construct by Kraiger et al. were used to guide the study.
What are the two main research questions addressed in the study?
1. How do clinical instructors describe their teaching preparedness of the QSEN patient safety competencies in pre-licensure Registered nurse programs? 2. How do clinical instructors describe their experiential teaching strategies of the QSEN patient safety competencies in pre-licensure registered nurse programs?
What methods were used to collect data for this study?
Data was obtained from 17 registered nurse clinical instructors using one-to-one semi-structured interviews and an open-ended questionnaire.
How many themes emerged from the thematic analysis of the collected data?
A total of seven themes emerged: two overarching themes answered both research questions, one additional theme answered the first research question, and two distinct themes addressed the second research question.
What is a key finding regarding clinical instructors' preparation to teach patient safety competencies?
Clinical instructors lack formal preparation to teach patient safety competencies but are largely self-taught.
Despite lacking formal training, what level of knowledge do clinical instructors possess regarding QSEN patient safety competencies?
Clinical instructors describe having a working knowledge of the QSEN patient safety competencies.
How did clinical instructors generally characterize their experiential teaching strategies for these competencies?
Clinical instructors described their experientential teaching strategies as hands-on and discussion-based.
What potential benefit do the study's results offer to nursing programs?
The results may help nursing programs better understand the needs of their clinical faculty so they can provide necessary tools for effective patient safety education, which could then be applied to other nursing topics.
In what country were the pre-licensure registered nurse programs from which participants were recruited located?
The study focused on pre-licensure registered nurse programs in the United States.
What is QSEN?
QSEN stands for Quality and Safety Education for Nurses, referring to a set of patient safety competencies that nursing students are expected to learn.
According to the abstract, what type of study was conducted?
A qualitative descriptive study was conducted.
What is the name of the theory used by D. A. Kolb in this research?
D. A. Kolb's experiential learning theory.
Who developed the knowledge, skills, and attitude (KSA) learning construct mentioned in the abstract?
The KSA learning construct was developed by Kraiger et al.
What type of interviews were conducted with clinical instructors?
One-to-one semi-structured interviews were conducted with clinical instructors.
How many registered nurse clinical instructors participated in this study, according to the abstract?
Data were obtained from 17 registered nurse clinical instructors.
What analytical method was used for the qualitative data collected?
The data were analyzed using Braun and Clarke's reflexive thematic analysis.
What is a key characteristic of how clinical instructors describe their experiential teaching strategies?
Clinical instructors described their experiential teaching strategies as hands-on.
In addition to being hands-on, what other type of strategy did clinical instructors use for patient safety education?
Discussion-based strategies were also used by clinical instructors.
What is the ultimate goal mentioned in the abstract regarding the application of findings from this study?
The results may help nursing programs provide necessary tools to their clinical faculty so they can apply these tools effectively to other nursing topics beyond patient safety education.
Search-ready answers
Frequently asked questions
What was the main focus of Belinda Teresa Lowry's doctoral dissertation?
The main focus was to explore how clinical instructors describe their preparedness and experiential teaching strategies regarding QSEN patient safety competencies in pre-licensure registered nurse programs in the United States.
Which theoretical frameworks guided this qualitative descriptive study on nursing education?
The study was guided by David A. Kolb's experiential learning theory and the knowledge, skills, and attitude (KSA) learning construct by Kraiger et al.
How many registered nurse clinical instructors participated in data collection for this research?
Data were obtained from 17 registered nurse clinical instructors.
What primary methods were used to collect data from the participants in this study?
Data were collected using one-to-one semi-structured interviews and an open-ended questionnaire.
Which analytical method was employed for analyzing the qualitative data gathered in this dissertation?
The data were analyzed according to Braun and Clarke's reflexive thematic analysis.
What key themes emerged from the study regarding clinical instructors' preparedness to teach patient safety competencies?
Two overarching themes emerged: one additional theme specifically addressed how clinical instructors describe their teaching preparedness, indicating a lack of formal preparation but reliance on self-taught knowledge and working familiarity with QSEN competencies.
How did the study characterize the experiential teaching strategies used by clinical instructors for patient safety education?
Clinical instructors described their experiential teaching strategies as hands-on and discussion-based.
What potential impact do the results of this dissertation have on nursing programs?
The results may help nursing programs better understand the needs of their clinical faculty so they can provide necessary tools to deliver effective patient safety education, which could then be applied to other nursing topics.
Who is the author of this doctoral dissertation titled 'A Qualitative Descriptive Study of Factors Affecting Patient Safety Education of Nursing Students'?
The author is Belinda Teresa Lowry.
In what year was this doctoral dissertation published or made available through ProQuest LLC?
This doctoral dissertation appears to be from 2024, as indicated by the publicationDate metadata field.