A1 Refereed original research article in a scientific journal
Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences
Authors: Steven Alison, Pearson Pauline, Turunen Hannele, Myhre Kristin, Sasso Loredana, Vizcaya-Moreno Maria Flores, Pérez-Cañaveras Rosa María, Sara-Aho Arja, Bagnasco Annamaria, Aleo Giuseppe, Patterson Lucy, Larkin Valerie, Zanini Milco, Porras Jari, Khakurel Jayden, Azimirad Mina, Ringstad Øystein, Johnsen Lasse, Haatainen Kaisa, Wilson Gemma, Rossi Silvia, Morey Sarah, Tella Susanna
Publisher: Lippincott Williams & Wilkins
Publication year: 2022
Journal: Nurse Educator
Journal name in source: Nurse educator
Journal acronym: Nurse Educ
Volume: 47
Issue: 3
First page : 62
Last page: 67
ISSN: 0363-3624
eISSN: 1538-9855
DOI: https://doi.org/10.1097/NNE.0000000000001142
Web address : https://journals.lww.com/nurseeducatoronline/Abstract/9000/Development_of_an_International_Tool_for_Students.99050.aspx
Self-archived copy’s web address: https://nrl.northumbria.ac.uk/id/eprint/47565/1/AAM%20NNE-2021-346R1.pdf
Background
Underpinning all nursing education is the development of safe practitioners who provide quality care. Learning in practice settings is important, but student experiences vary.
Purpose
This study aimed to systematically develop a robust multilingual, multiprofessional data collection tool, which prompts students to describe and reflect on patient safety experiences.
Approach
Core to a 3-year, 5-country, European project was development of the SLIPPS (Sharing Learning from Practice for Patient Safety) Learning Event Recording Tool (SLERT). Tool construction drew on literature, theory, multinational and multidisciplinary experience, and involved pretesting and translation. Piloting included assessing usability and an initial exploration of impact via student interviews.
Outcomes
The final SLERT (provided for readers) is freely available in 5 languages and has face validity for nursing across 5 countries. Student reports (n = 368) were collected using the tool.
Conclusions
The tool functions well in assisting student learning and for collecting data. Interviews indicated the tool promoted individual learning and has potential for wider clinical teams.
