Sunmi Jeon, Minyoung Kim
Room of errors simulation was associated with significant improvements in patient safety knowledge, attitudes, and performance confidence among nursing students preparing for clinical practice. These findings suggest that room of errors simulation may be a feasible educational strategy for strengthening patient safety education before clinical practice.
OBJECTIVES: Patient safety incidents remain an important healthcare concern, and patient safety education is essential for preparing nursing students to recognize and prevent preventable errors in clinical settings. Room of errors simulation is a low-cost and practical educational strategy that can help students identify and respond to patient safety hazards in a realistic environment. This study aimed to develop and implement a room of errors simulation for nursing students preparing for clinical practice and to evaluate its effects on patient safety knowledge, attitudes, and performance confidence.
METHODS: This quasi-experimental study used a non-equivalent control group pretest-posttest design. Participants were 66 nursing students from three nursing colleges in South Korea. Patient safety knowledge was measured using Park and Park's instrument, and patient safety attitudes and performance confidence were measured using an adapted Healthcare Professionals Patient Safety Assessment Curriculum Survey. Data were collected in February and March 2024 and analyzed using SPSS version 24.0.
RESULTS: In the experimental group, scores increased from 9.52 ± 1.88 to 12.52 ± 2.12 for patient safety knowledge, from 4.20 ± 0.30 to 4.67 ± 0.30 for patient safety attitudes, and from 4.18 ± 0.50 to 4.59 ± 0.41 for patient safety performance confidence. In the control group, corresponding scores were 7.93 ± 1.89 to 8.13 ± 1.52, 4.10 ± 0.31 to 3.98 ± 0.35, and 4.00 ± 0.76 to 3.86 ± 0.89, respectively. After adjusting for baseline scores, the experimental group showed significantly higher posttest scores than the control group for patient safety knowledge (F = 57.56, p < 0.001, partial η2 = 0.477), patient safety attitudes (F = 77.08, p < 0.001, partial η2 = 0.550), and patient safety performance confidence (F = 21.41, p < 0.001, partial η2 = 0.254).
CONCLUSION: Room of errors simulation was associated with significant improvements in patient safety knowledge, attitudes, and performance confidence among nursing students preparing for clinical practice. These findings suggest that room of errors simulation may be a feasible educational strategy for strengthening patient safety education before clinical practice.