Araştırma Makalesi
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“Hasta Güvenliği Eğitim Programı” Geliştirme Sürecinde Önemli Bir Aşama: İhtiyaç Analizi (Nitel Bir Çalışma)

Yıl 2022, Cilt: 4 Sayı: 3, 111 - 120, 17.12.2022

Tuba Ötün , Emine Akçin Şenyuva

https://doi.org/10.48071/sbuhemsirelik.1111256

Öz

Giriş: Hemşirelerin hasta güvenliği ile ilgili bilgi ve becerilerini geliştirmek ve bir eğitim programı oluşturmak için ihtiyaçlarını tanımak önemlidir.

Amaç: Çalışma, “Hasta Güvenliği Eğitim Programı”nın Yapılandırmacı Öğrenme Modeli temel alınarak yapılandırılmasına temel oluşturmak için hemşirelerin ihtiyaçlarının belirlenmesini amaçlamaktadır.
Yöntem: Araştırma nitel bir araştırma olarak tasarlanmıştır. Katılımcılara rastgele ulaşılmıştır. Veriler “Yarı Yapılandırılmış Görüşme Formu” kullanılarak toplanmıştır.
Bulgular: Çalışmanın sonuçları, hemşirelerin bakımın tüm alanlarında hasta güvenliği ile iç içe olduğunu göstermektedir. Hasta Güvenliği ile ilgili eğitim programları yapılandırılırken hemşirelerin hasta güvenliği ile ilgili bilgi ve becerilerini geliştirecek konuların seçilmesi, öğretim yöntem ve teknikleri, materyal ve değerlendirme yöntemlerinin seçilmesi ve kullanılması gerekmektedir.
Sonuç: Bu sonuçlar doğrultusunda örgün eğitim programları yapılandırılırken çalışma sonuçlarının kullanılması önerilebilir.


Anahtar Kelimeler

Eğitim hasta güvenliği ihtiyaç tespiti

Kaynakça

  • Akalın, H.E. (2005). Yoğun bakım ünitelerinde hasta güvenliği. Yoğun Bakım Dergisi, 5(3), 141-146.
  • Baltacı, A. (2018). A conceptual review of sampling methods and sample size problems in qualitative research. Journal of Bitlis Eren University Institute of Social Science, 1(1), 231-274.
  • Bhattacharjee, J. (2015). The constructivist approach to teaching and learning. International Research Journal of Interdisciplinary and Multidisciplinary Studies, 1(4), 65-74.
  • Celik, H., Baykal, N.B., & Memur, H.N. (2020). Qualitative data analysis and fundamental principles. Journal of Qualitative Research in Education - JOQRE, 8(1), 379-406. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.16m
  • Coban, A., Ozdemir, S.M., Beydogan, H.O., Ozbek, R., Sahin, A., Ocak, G., & Duman, B. (2017). Öğretim ilke ve yöntemleri (9. bs). Ankara:Pegem Akademi.
  • Demirel, Ö. (2015). Eğitimde program geliştirme kuramdan uygulamaya (24.bs). Ankara: Pegem Akademi.
  • Dikmen, Y., Ak, B., Usta, Y.Y., Unver, V., Korhan, E., Cerit, B., & Yonder, M. (2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences, 16(1-3), 14-20. https://doi.org/10.1080/09751122.2017.1311583
  • Engaging Patients and Families. (2018). Agency For Healthcare Research and Quality, Rockville. Retrieved from (12.03.2020): http://www.ahrq.gov/patient-safety/engaging-patients-families/index.html.
  • Erdogan, S., Nahcivan, N., & Esin, N. (2015). Hemşirelikte araştırma: Süreç, uygulama ve kritik (2.bs). Ankara: Nobel Tıp Kitabevleri.
  • Feng, J.Y., Chang, Y.T., Chang, H.Y., Erdley, W. S., Lin, C.H., & Chang, Y.J. (2013). Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews on Evidence-Based Nursing, 10(3), 174-183. https://doi.org/10.1111/wvn.12005
  • Guven, G., & Kabaran, G.G. (2021). The first step of developing instructional design on renewable energy at secondary school level: Needs assessment. MSKU Journal of Education, 8(1), 322-338. https://doi.org/10.21666/muefd.846829
  • Hansen, M. M., Durbin, J., Sinkowitz-Cochran, R., Vaughn, A., Langowski, M., & Gleason, S. (2003). Do no harm: Provider perceptions of patient safety. Journal of Nursing Administration, 33(10), 507-508. https://doi.org/10.1097/00005110-200310000-00004
  • Institute of Medicine (IOM) Committee on the work environment for nurses and patient safety. (2004). Keeping patients safe: Transforming the work environment of nurses. National Academies Press. https://doi.org/10.17226/10851
  • Joint Commission International. (JCI). Inetrnational patient safety goals. Retrieved from (01.01.2020): https://www.jointcommissioninternational.org/improve/international-patient-safety-goals/.
  • Karatas, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
  • Lenburg, C.B., Abdur-Rahman, V.Z., Spencer, T.S., Boyer, S.A., & Klein, C.J. (2011). Implementing the COPA model in nursing education and practice settings: Promoting competence, quality care, and patient safety. Nursing Education Perspectives, 32(5), 290-296. https://doi.org/10.5480/1536-5026-32.5.290
  • Mbise, S., & Lekule, C.S. (2020). Constructivist teaching pedagogy: A strategy for innovation, industrialization and sustainable development. International Journal for Research in Educational Studies, 6(10), 1-26.
  • McGlynn, A.P. (2001). Successful beginnings for college teaching: Engaging your students from the first day. United States of America: Atwood Publishing.
  • Neuman, W.L., & Robsen, K. (2014). Basics of social research qualitative and quantitative approaches (3rd ed.). Pearson Canada.
  • Ozturk, H., Kahriman, İ., & Babacan, E. (2017). Medical errors and patient safety: Evaluation of the effeciveness of the trainings for nurses. Sağlıkta Performans ve Kalite Dergisi, 14(2), 57-72.
  • Pronovost, P., Weast, B., Rosenstein, B., Sexton, J., Holzmueller, C., Paine, … Rubin, H. (2005). Implementing and validating a comprehensive unit-based safety program. Journal of Patient Safety, 1(1), 33-40. https://doi.org/10.1097/01209203-200503000-00008
  • Sajadi, S.A., Ebadi, A., & Khaghanizadeh, M. (2015). Effectiveness and challenges of mastery learning in nursing education: A systematic review. International Journal of Medical Reviews, 2(4), 309-316.
  • Sarmasoglu, Ş., Dinç, L., & Elçin, M. (2016). Nursing students’ opinions about the standardized patients and part task trainers used in the clinical skills training. Journal of Education and Research in Nursing, 13(2), 107-115. https://doi.org/10.5222/HEAD.2016.107
  • Sayek, F. (2011). Füsun Sayek TTB Raporları/ Kitapları- 2010 Hasta güvenliği: Türkiye ve Dünya (1.bs). Ankara: Türk Tabipleri Birliği Yayınları.
  • Squires, A., & Dorsen, C. (2018). Qualitative research in nursing and health professions regulation. Journal of Nursing Regulation, 9(3), 15-26. https://doi.org/10.1016/S2155-8256(18)30150-9
  • Sur, H., Palteki, T. ve Yazıcı, G. (2019). Hasta güvenliği. Ankara: Palme Yayınevi, 1-547.
  • Vaona, A., Banzi, R., Kwag, K.H., Rigon, G., Cereda, D., Pecoraro, V. & Moja, L. (2018). E-Learning for health professional. 1-76. https://doi.org/10.1002/14651858. CD011736.pub2
  • West, E. (2016). Constructivist theory and consept- based learning in professional nursing ethics: Implications for nurse educators. Teaching Ethics, 16(1), 1-10. https://doi.org/10.5840/tej201633129
  • World Health Organization (WHO). (2005). World alliance for patient safety: Who draft guidelines for adverse event reporting and learning systems: From information to action. Retrieved From (10.06.2019):https://apps.who.int/iris/bitstream/handle/ 10665/69797/WHOEIP-SPO-QPS-05.3-eng.pdf?sequence=1&isAllowed=y

An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study)

Yıl 2022, Cilt: 4 Sayı: 3, 111 - 120, 17.12.2022

Tuba Ötün , Emine Akçin Şenyuva

https://doi.org/10.48071/sbuhemsirelik.1111256

Öz

Introduction: It is important to recognize the needs of nurses in order to develop their knowledge and skills about patient safety and to create an education program.
Aim: The study aims to recognize the needs of nurses in order to form a basis for structuring the “Patient Safety Education Program” based on the Constructivist Learning Model.
Method: The study is designed as a qualitative study. The participants were randomly reached. The data were collected by using a semi-structured interview form.
Results: The results of the study show that nurses are intertwined with patient safety in all fields of care. When structuring education programs related to patient safety, it is necessary to select subjects, teaching methods, materials, and assessment methods that will improve nurses' knowledge and skills related to patient safety.
Conclusion: In accordance with these results, it can be recommended to use the study results when structuring formal educational programs.

Anahtar Kelimeler

Education needs assessment patient safety

Kaynakça

  • Akalın, H.E. (2005). Yoğun bakım ünitelerinde hasta güvenliği. Yoğun Bakım Dergisi, 5(3), 141-146.
  • Baltacı, A. (2018). A conceptual review of sampling methods and sample size problems in qualitative research. Journal of Bitlis Eren University Institute of Social Science, 1(1), 231-274.
  • Bhattacharjee, J. (2015). The constructivist approach to teaching and learning. International Research Journal of Interdisciplinary and Multidisciplinary Studies, 1(4), 65-74.
  • Celik, H., Baykal, N.B., & Memur, H.N. (2020). Qualitative data analysis and fundamental principles. Journal of Qualitative Research in Education - JOQRE, 8(1), 379-406. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.16m
  • Coban, A., Ozdemir, S.M., Beydogan, H.O., Ozbek, R., Sahin, A., Ocak, G., & Duman, B. (2017). Öğretim ilke ve yöntemleri (9. bs). Ankara:Pegem Akademi.
  • Demirel, Ö. (2015). Eğitimde program geliştirme kuramdan uygulamaya (24.bs). Ankara: Pegem Akademi.
  • Dikmen, Y., Ak, B., Usta, Y.Y., Unver, V., Korhan, E., Cerit, B., & Yonder, M. (2017). Effect of peer teaching used in nursing education on the performance and competence of students in practical skills training. International Journal of Educational Sciences, 16(1-3), 14-20. https://doi.org/10.1080/09751122.2017.1311583
  • Engaging Patients and Families. (2018). Agency For Healthcare Research and Quality, Rockville. Retrieved from (12.03.2020): http://www.ahrq.gov/patient-safety/engaging-patients-families/index.html.
  • Erdogan, S., Nahcivan, N., & Esin, N. (2015). Hemşirelikte araştırma: Süreç, uygulama ve kritik (2.bs). Ankara: Nobel Tıp Kitabevleri.
  • Feng, J.Y., Chang, Y.T., Chang, H.Y., Erdley, W. S., Lin, C.H., & Chang, Y.J. (2013). Systematic review of effectiveness of situated e-learning on medical and nursing education. Worldviews on Evidence-Based Nursing, 10(3), 174-183. https://doi.org/10.1111/wvn.12005
  • Guven, G., & Kabaran, G.G. (2021). The first step of developing instructional design on renewable energy at secondary school level: Needs assessment. MSKU Journal of Education, 8(1), 322-338. https://doi.org/10.21666/muefd.846829
  • Hansen, M. M., Durbin, J., Sinkowitz-Cochran, R., Vaughn, A., Langowski, M., & Gleason, S. (2003). Do no harm: Provider perceptions of patient safety. Journal of Nursing Administration, 33(10), 507-508. https://doi.org/10.1097/00005110-200310000-00004
  • Institute of Medicine (IOM) Committee on the work environment for nurses and patient safety. (2004). Keeping patients safe: Transforming the work environment of nurses. National Academies Press. https://doi.org/10.17226/10851
  • Joint Commission International. (JCI). Inetrnational patient safety goals. Retrieved from (01.01.2020): https://www.jointcommissioninternational.org/improve/international-patient-safety-goals/.
  • Karatas, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırmaları Dergisi, 1(1), 62-80.
  • Lenburg, C.B., Abdur-Rahman, V.Z., Spencer, T.S., Boyer, S.A., & Klein, C.J. (2011). Implementing the COPA model in nursing education and practice settings: Promoting competence, quality care, and patient safety. Nursing Education Perspectives, 32(5), 290-296. https://doi.org/10.5480/1536-5026-32.5.290
  • Mbise, S., & Lekule, C.S. (2020). Constructivist teaching pedagogy: A strategy for innovation, industrialization and sustainable development. International Journal for Research in Educational Studies, 6(10), 1-26.
  • McGlynn, A.P. (2001). Successful beginnings for college teaching: Engaging your students from the first day. United States of America: Atwood Publishing.
  • Neuman, W.L., & Robsen, K. (2014). Basics of social research qualitative and quantitative approaches (3rd ed.). Pearson Canada.
  • Ozturk, H., Kahriman, İ., & Babacan, E. (2017). Medical errors and patient safety: Evaluation of the effeciveness of the trainings for nurses. Sağlıkta Performans ve Kalite Dergisi, 14(2), 57-72.
  • Pronovost, P., Weast, B., Rosenstein, B., Sexton, J., Holzmueller, C., Paine, … Rubin, H. (2005). Implementing and validating a comprehensive unit-based safety program. Journal of Patient Safety, 1(1), 33-40. https://doi.org/10.1097/01209203-200503000-00008
  • Sajadi, S.A., Ebadi, A., & Khaghanizadeh, M. (2015). Effectiveness and challenges of mastery learning in nursing education: A systematic review. International Journal of Medical Reviews, 2(4), 309-316.
  • Sarmasoglu, Ş., Dinç, L., & Elçin, M. (2016). Nursing students’ opinions about the standardized patients and part task trainers used in the clinical skills training. Journal of Education and Research in Nursing, 13(2), 107-115. https://doi.org/10.5222/HEAD.2016.107
  • Sayek, F. (2011). Füsun Sayek TTB Raporları/ Kitapları- 2010 Hasta güvenliği: Türkiye ve Dünya (1.bs). Ankara: Türk Tabipleri Birliği Yayınları.
  • Squires, A., & Dorsen, C. (2018). Qualitative research in nursing and health professions regulation. Journal of Nursing Regulation, 9(3), 15-26. https://doi.org/10.1016/S2155-8256(18)30150-9
  • Sur, H., Palteki, T. ve Yazıcı, G. (2019). Hasta güvenliği. Ankara: Palme Yayınevi, 1-547.
  • Vaona, A., Banzi, R., Kwag, K.H., Rigon, G., Cereda, D., Pecoraro, V. & Moja, L. (2018). E-Learning for health professional. 1-76. https://doi.org/10.1002/14651858. CD011736.pub2
  • West, E. (2016). Constructivist theory and consept- based learning in professional nursing ethics: Implications for nurse educators. Teaching Ethics, 16(1), 1-10. https://doi.org/10.5840/tej201633129
  • World Health Organization (WHO). (2005). World alliance for patient safety: Who draft guidelines for adverse event reporting and learning systems: From information to action. Retrieved From (10.06.2019):https://apps.who.int/iris/bitstream/handle/ 10665/69797/WHOEIP-SPO-QPS-05.3-eng.pdf?sequence=1&isAllowed=y
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik
Bölüm Araştırma Makaleleri
Yazarlar

Tuba Ötün 0000-0002-5241-2010

Emine Akçin Şenyuva 0000-0001-8855-6692

Erken Görünüm Tarihi 8 Aralık 2022
Yayımlanma Tarihi 17 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 3

Kaynak Göster

APA Ötün, T., & Akçin Şenyuva, E. (2022). An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study). Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi, 4(3), 111-120. https://doi.org/10.48071/sbuhemsirelik.1111256
AMA Ötün T, Akçin Şenyuva E. An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study). SBÜHD. Aralık 2022;4(3):111-120. doi:10.48071/sbuhemsirelik.1111256
Chicago Ötün, Tuba, ve Emine Akçin Şenyuva. “An Important Stage in the Development Process of the ‘Patient Safety Education Program’: Needs Assessment (A Qualitative Study)”. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 4, sy. 3 (Aralık 2022): 111-20. https://doi.org/10.48071/sbuhemsirelik.1111256.
EndNote Ötün T, Akçin Şenyuva E (01 Aralık 2022) An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study). Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 4 3 111–120.
IEEE T. Ötün ve E. Akçin Şenyuva, “An Important Stage in the Development Process of the ‘Patient Safety Education Program’: Needs Assessment (A Qualitative Study)”, SBÜHD, c. 4, sy. 3, ss. 111–120, 2022, doi: 10.48071/sbuhemsirelik.1111256.
ISNAD Ötün, Tuba - Akçin Şenyuva, Emine. “An Important Stage in the Development Process of the ‘Patient Safety Education Program’: Needs Assessment (A Qualitative Study)”. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 4/3 (Aralık 2022), 111-120. https://doi.org/10.48071/sbuhemsirelik.1111256.
JAMA Ötün T, Akçin Şenyuva E. An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study). SBÜHD. 2022;4:111–120.
MLA Ötün, Tuba ve Emine Akçin Şenyuva. “An Important Stage in the Development Process of the ‘Patient Safety Education Program’: Needs Assessment (A Qualitative Study)”. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi, c. 4, sy. 3, 2022, ss. 111-20, doi:10.48071/sbuhemsirelik.1111256.
Vancouver Ötün T, Akçin Şenyuva E. An Important Stage in the Development Process of the “Patient Safety Education Program”: Needs Assessment (A Qualitative Study). SBÜHD. 2022;4(3):111-20.
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