간호대학생의 환자안전에 대한 지식, 간호전문직관과 환자안전관리활동의 관련성 The Relationship Between Knowledge of Patient Safety, Nursing Professionalism and Patient Safety Management Activities in Nursing Students원문보기
Purpose: The objective of this study was to identify the relationship between knowledge of patient safety, nursing professionalism and patient safety management activities of nursing students with clinical practical experience. Methods: Self-administered questionnaires survey on knowledge of patient...
Purpose: The objective of this study was to identify the relationship between knowledge of patient safety, nursing professionalism and patient safety management activities of nursing students with clinical practical experience. Methods: Self-administered questionnaires survey on knowledge of patient safety, nursing professionalism, and patient safety management activities were conducted for the $3^{rd}-year$ and $3^{th}-year$ nursing students. 139 questionnaires were distributed, of which, 131 were used for data analysis. Results: The scores of nursing students' knowledge of patient safety, nursing professionalism and patient safety management activities were $6.76{\pm}1.26$, $65.11{\pm}7.97$ and $67.99{\pm}7.26$, respectively. Knowledge of patient safety differed significantly according to the grade. Nursing professionalism had a difference with major satisfaction, clinical practical satisfaction, and experience of patient safety accident. Patient safety management activities were positively correlated (p<.01) with knowledge of patient safety and nursing professionalism. Patient safety management activities increased significantly with increase in the scores of knowledge of patient safety and nursing professionals. The factors that were related to patient safety management activities of nursing students were knowledge of patient safety and nursing professionalism. Knowledge of patient safety and nursing professionalism were selected as significant variables for explaining the patient safety management activities of nursing students, of which the coefficient of determination was 9.8%. Conclusion: To promote patient safety management activities of nursing students, training programs for patient safety management activities are required. Also, there is the need to increase the knowledge of patient safety and nursing professionalism of nursing students using various educational method.
Purpose: The objective of this study was to identify the relationship between knowledge of patient safety, nursing professionalism and patient safety management activities of nursing students with clinical practical experience. Methods: Self-administered questionnaires survey on knowledge of patient safety, nursing professionalism, and patient safety management activities were conducted for the $3^{rd}-year$ and $3^{th}-year$ nursing students. 139 questionnaires were distributed, of which, 131 were used for data analysis. Results: The scores of nursing students' knowledge of patient safety, nursing professionalism and patient safety management activities were $6.76{\pm}1.26$, $65.11{\pm}7.97$ and $67.99{\pm}7.26$, respectively. Knowledge of patient safety differed significantly according to the grade. Nursing professionalism had a difference with major satisfaction, clinical practical satisfaction, and experience of patient safety accident. Patient safety management activities were positively correlated (p<.01) with knowledge of patient safety and nursing professionalism. Patient safety management activities increased significantly with increase in the scores of knowledge of patient safety and nursing professionals. The factors that were related to patient safety management activities of nursing students were knowledge of patient safety and nursing professionalism. Knowledge of patient safety and nursing professionalism were selected as significant variables for explaining the patient safety management activities of nursing students, of which the coefficient of determination was 9.8%. Conclusion: To promote patient safety management activities of nursing students, training programs for patient safety management activities are required. Also, there is the need to increase the knowledge of patient safety and nursing professionalism of nursing students using various educational method.
이에, 간호대학생을 대상으로 환자안전에 대한 지식 및 간호전문직관과 환자안전관리활동의 관련성을 탐색하는 연구를 시행하여, 간호대학생의 환자안전관리활동 역량을 증진시키기 위한 중재방안을 마련하는데 기초자료를 마련하기 위하여 본 연구를 수행하게 되었다.
대상 데이터
본 연구는 간호대학생 중 4주 이상의 임상실습경험을 통해 환자안전관리활동을 수행한 경험이 있는 충청지역 4개 간호학과 3,4학년을 대상으로 하였다. 표본의 크기는 G Power 3.
탈락률 25%를 감안하여 총139명을 대상으로 설문지를 배포하였다. 이 중에서 응답이 미비한 설문지 8부를 제외한 131부를 자료 분석에 사용하였다.
데이터처리
대상자의 일반적인 특성은 실수와 백분율을, 대상자의 환자안전에 대한 지식, 간호전문직관, 환자안전관리활동은 평균과 표준편차를 구하였다. 대상자의 일반적 특성에 따른 환자안전에 대한 지식, 간호전문직관, 환자안전관리활동의 차이는 independent t-test, One-WayANOVA를 이용하여 분석하였고 사후검정은 Duncan 검증을 시행하였다. 환자안전에 대한 지식, 간호전문직관과 환자안전관리활동 간의 상관관계는 Pearson's correlation coefficient를 이용하여 분석하였다.
0 프로그램을 이용하여 분석하였다. 대상자의 일반적인 특성은 실수와 백분율을, 대상자의 환자안전에 대한 지식, 간호전문직관, 환자안전관리활동은 평균과 표준편차를 구하였다. 대상자의 일반적 특성에 따른 환자안전에 대한 지식, 간호전문직관, 환자안전관리활동의 차이는 independent t-test, One-WayANOVA를 이용하여 분석하였고 사후검정은 Duncan 검증을 시행하였다.
환자안전에 대한 지식, 간호전문직관과 환자안전관리활동 간의 상관관계는 Pearson's correlation coefficient를 이용하여 분석하였다. 환자안전관리활동에 영향을 미치는 요인을 규명하기 위해 다중회귀분석을 시행하였다. 측정도구의 신뢰도는 Cronbach's α로 측정하였다.
대상자의 일반적 특성에 따른 환자안전에 대한 지식, 간호전문직관, 환자안전관리활동의 차이는 independent t-test, One-WayANOVA를 이용하여 분석하였고 사후검정은 Duncan 검증을 시행하였다. 환자안전에 대한 지식, 간호전문직관과 환자안전관리활동 간의 상관관계는 Pearson's correlation coefficient를 이용하여 분석하였다. 환자안전관리활동에 영향을 미치는 요인을 규명하기 위해 다중회귀분석을 시행하였다.
이론/모형
Park과 Park [13]이 개발한 간호대학생의 환자안전관리에 대한 지식 측정도구를 바탕으로 Choi와 Lee [23]가 의료기관평가인증원에서 개발한 안전평가 항목 중 간호활동과 관련된 영역을 참고하여 간호대학생에게 적합하게 재구성한 도구를 사용하였다. 도구는 총 10문항으로 각 문항에 대해 ‘그렇다’, ‘아니다’, ‘모르겠다’ 로 응답하며 정답은1점, 오답과 모르겠다는 0점으로 처리하여 10문항에 대한점수를 합산하였다.
간호전문직관은 Yeun 등[21]이 개발하고 Kim [24]이 수정 및 보완한 도구를 사용하여 측정하였다. 도구는 전문적 자아개념 6문항, 사회적 인식 5문항, 간호의 전문성 3문항, 간호계의 역할 2문항, 간호의 독자성 2문항의 총 18문항으로 구성되었다.
환자안전관리활동은 Kim 등[25]이 개발한 도구를 기본으로 Yoo와 Lee [10]가 간호대학생의 환자안전관리행위를 측정하기 위해 수정한 도구로 측정하였다. 총 15문항으로 구성되어 있으며, 각 문항은 ‘전혀 그렇지 않다’ 1점, ‘그렇지 않다’ 2점, ‘보통이다’ 3점, ‘그렇다’ 4점, ‘매우 그렇다’ 5점의 Likert 척도이며, 총점 15-75점으로 점수가 높을수록 환자안전관리행위 실천정도가 높음을 의미한다.
성능/효과
본 연구결과 간호대학생의 환자안전관리활동과 관련성이 있는 요인은 환자안전에 대한 지식과 간호전문직관으로, 환자안전에 대한 지식과 간호전문직관의 점수가 증가함에 따라 환자안전관리활동도 유의하게 증가하였다. 이에, 간호대학생의 환자안전관리활동을 증진시키기 위해 환자안전에 대한 지식과 간호전문직관을 증진시킬 필요가 있다.
후속연구
이에, 간호대학생의 환자안전관리활동을 증진시키기 위해 환자안전에 대한 지식과 간호전문직관을 증진시킬 필요가 있다. 그렇지만, 현재 제공되고 있는 환자안전 교육 여부에 따라 환자안전에 대한 지식 및 환자안전관리활동 수행에 유의한 차이가 없어 보다 효과적인 환자안전교육 프로그램의 개발이 요구된다. 이를 위해 시뮬레이션을 통한 환자안전사고 경험과 관련된 교육 등의 다양한 방법을 활용한 교육 제공 등을 제언한다.
한편, 간호사의 환자안전관리활동 관련 요인으로 환자안전문화에 대한 인식, 조직의 의사소통, 팀워크, 조직몰입, 문제해결능력, 비판적 사고성향, 자기효능감, 환자안전사고 보고 경험 및 환자안전교육 등이 있다[34-38].이에, 환자안전에 대한 지식 및 간호전문직관과 함께 환자안전관리활동의 영향 요인인 자기효능감, 수행자신감, 감염관리 인식도, 환자안전에 대한 태도, 환자안전문화에 대한 인식, 문제해결능력, 비판적 사고성향 등이 간호대학생의 환자안전관리활동에 미치는 영향을 파악하는 반복 연구가 필요하다.
질의응답
핵심어
질문
논문에서 추출한 답변
2015년에 환자안전법이 공표하게 된 계기는 무엇인가?
또한 보고는 의무가 아닌 자율적으로 행해졌기 때문에 활성화되지 않았다. 이러한 이유로 적극적인 환자안전 활동이 이루어지지 않았으나 2010년 한 대학병원에서 투약사고로 환자가 사망한일이 알려지면서 사회적으로 환자안전에 대한 문제가 대두되었다. 이런 일련의 사건으로 2015년에 환자안전법이 공표되고 2016년에 시행되면서 환자안전활동이 활발해졌다[4].
환자안전사고란 무엇인가?
환자안전사고는 보건의료인이 환자에게 보건의료서비스를 제공하는 과정에서 위해가 발생하였거나 발생할 우려가 있는 사고를 말하며, 환자안전활동은 보건의료기관. 보건의료인, 환자 및 환자의 보호자가 환자안전사고의 예방 및 재발 방지를 위하여 행하는 모든 활동을 말한다[5].
간호대학생의 환자안전관리활동에 영향을 주는 요인은 무엇이 있는가?
간호대학생이 실습 전에 환자안전관리활동의중요성에 대해서 교육을 받고는 있으나, 환자안전관리활동에 대한 대비가 미흡한 상황이다[10]. 간호대학생의 환자안전관리활동에 영향을 주는 요인에는 환자안전에 대한 지식 및 태도, 자기효능감, 감염관리 인식도, 가족 중 의료인유무, 전공만족도, 실습만족도, 실습기간, 환자안전교육여부, 환자안전사고 경험 여부 등이 있다[9,11-15].
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