The Status Of Nursing Teachers’ Nursing Safety Cognition And Its Effect On Nursing Safety Behavior Of Nursing Students

ObjectiveTo develop nursing safety cognition evaluation questionnaire for nursing teachers and nursing safety questionnaire questionnaire for nursing students, to explore nursing safety cognitive status of the clinical teachers and students as well as to probe into the effect of nursing safety cognition of clinical teachers’ nursing safety behavior on nursing students’ nursing safety behavior. All in all, we aim to provide theory for nursing safety teaching management.MethodsNursing safety cognition evaluation questionnaire for nursing teachers and nursing safety questionnaire for nursing students was designed by consulting literature and combining the Tyler behavior-goal model and the actual fact of the surveyed hospital Teachers and nursing students were investigated respectively by using these two questionnaires in our hospital, and all the questionnaires was taken back on the spot. Nursing safety cognitive status of the clinical teachers and nursing safety behavior of students were analyzed. Nursing students were grouped by different levels of the nursing safety cognition of their clinical teachers. Through this way, we observed the differences on nursing safety behavior between these groups and explored the effect of nursing safety cognition of clinical teachers on nursing safety behavior of nursing students.Result1.Two questionnaires including nursing safety cognition evaluation questionnaire for clinical nurses and nursing safety behavior questionnaire for nursing students were easy-to-read and informative which met the actual nursing situation of our hospital.2.The current status of nursing safety cognition among clinical nursing teachers (1) Different education background:There were significant differences between the clinical nursing teachers with undergraduate/graduate degree and with college/technical degree with P<0.05.(2) Different professional titles:The differences between senior nurses and nurses as well as between nurse-in-charge and nurses were significant with P<0.05, while the difference between senior nurses and nurse-in-charge was not statistically significant with P<0.05.(3) The relationship between clinical nursing teachers’nursing safety cognition and hospital regular training and appraisal system(training times, training pattern and training effect):By the month training, there was significant difference between quarterly assessment of ten or more times and quarterly assessment less than ten times. There was significance difference of the new training pattern which incorporated nursing safety education into nursing operation in contrast with the traditional training pattern.3.The current status of nursing students’nursing safety cognition.54.2%nursing students’scores of nursing safety cognition test were above90,21.4%students with their scores between80～90,17.6%students’with their scores between70～80, while there were still6.8%students whose scores were below60. What’s more, the percentage of undergraduate students/junior college students with their testing score above90was higher than that of the secondary school students,and the difference was statistically significant.4.The influence of nursing safety cognition of clinical nursing teachers on nursing safety behavior of nursing students①By comparative analysis, the good rate of nursing students’nursing safety skills in the group of the clinical nursing teachers with undergraduate/graduate degree was higher than the group of the clinical nursing teachers received secondary technical school education, while the security flaw of the former group was significant lower than the latter one.②Nursing students’assessment of the senior nurses/nurse-in-charge group was significant better than that of the nurse group.③Nursing students’assessment of the specialized nursing teacher group was significant better than that of the general nursing teacher group. ④Nursing students’assessment among clinical nursing teachers with different training times groups as well as those with different training patterns groups were statistically significant.Conclusion(1) Nursing safety cognition evaluation questionnaire were reliable measurements for clinical nurses and nursing safety behavior questionnaire for nursing students.(2) The good rate of nursing students’nursing safety skills in the group of the clinical nursing teachers with undergraduate/graduate degree was higher than the group of the clinical nursing teachers received secondary technical school education, while the security flaw of the former group was significant lower than the latter one,the new training pattern which incorporated nursing safety education into nursing operation is an effective training pattern to improve nursing students’nursing safety behavior as well as to improve overall nursing teaching quality.(3)The status of clinical nursing students’nursing safety cognition affects nursing students’nursing safety behavior directly,thus clinical nursing teachers can improve nursing students’nursing safety behavior compliance by establishing the positive nursing safety attitude of themselves.