CAREERS STUDENT LIFE
Safety is a team effort
My learning curve
A new BSc course will teach students about safer practice Patient safety is a priority for all healthcare professionals. The National Advisory Group on the Safety of Patients in England says patient safety sciences should be an integral part of clinicians’ preparation for practice and their lifelong education. These calls are contained in the Berwick report into NHS patient safety. Patient safety and human factors science is an integral part of the new bachelor of science degree in nursing studies at Sheffield Hallam University. Safety is usually defined as the elimination of avoidable harm and errors. Most patient care is given by nurses and they play a major role in improving the quality of care in areas where safety is often jeopardised (see box). Human factors contribute to safety and have been studied in the nuclear, rail and aviation industries. Teamwork, task scheduling, equipment, workspace, culture and organisation all affect human behaviour and the ability to apply knowledge in clinical settings. Up to 80 per cent of healthcare errors can be attributed to a lack of non-technical skills, hence the need to concentrate on interpersonal and cognitive skills. Interpersonal skills are essential for a team to perform well, but the study of teamwork is often overlooked in healthcare RESOURCES Student Life online www. nursing-standard.co.uk/students The Berwick report tinyurl.com/ot53wmh Clinical Human Factors Group chfg.org
ISTOCKPHOTO
Harm reduction
Common safety challenges for nurses Pressure ulcers Hospital-acquired infections Deep-vein thrombosis Failure in hydration and nutrition Patient falls Failure to rescue Medication errors teaching. While clinical skills training is essential, the potential for error inherent in team interactions is rarely addressed. Educating students in the science of patient safety and human factors is important and our undergraduate curriculum embeds these subjects throughout. The aim is to equip the next generation of nurses with an awareness of patient safety and quality improvement skills NS Deborah Clark, Nick White and Wayne Robson are senior lecturers at Sheffield Hallam University
66 november 6 :: vol 28 no 10 :: 2013
Joanna Martin reflects on how she developed while she was a student One of the most common clichés students hear when they attend university is that the experience will enable them to learn things about themselves. That was true for me and this is what I learned: Manage your time well. I learned that working out my priorities meant that I got everything done and could include time for relaxation. Make time for rest. Shift work gave me the illusion that I had more spare time than I really had, and I ended up exhausted and feeling ill. Students should make sure that they rest enough so they can give their best to their patients and their learning. Be organised, whether with money, food or assignments. Long shifts leave little time for food preparation, so I cook and freeze in advance to avoid cooking after a long shift. Use all opportunities available to you. I worked in a clinic in South Africa, witnessed an operation and saw the birth of a baby. All my various experiences have contributed to making me a better nurse. Communicate with friends, tutors and mentors. It is encouraging and motivating to learn about each others’ challenges and to work hard together. Communicate with patients. They appreciate knowing and understanding the plans for their care. Joanna Martin graduated this year from the University of Hertfordshire
NURSING STANDARD
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Safety is a team effort
My learning curve
A new BSc course will teach students about safer practice Patient safety is a priority for all healthcare professionals. The National Advisory Group on the Safety of Patients in England says patient safety sciences should be an integral part of clinicians’ preparation for practice and their lifelong education. These calls are contained in the Berwick report into NHS patient safety. Patient safety and human factors science is an integral part of the new bachelor of science degree in nursing studies at Sheffield Hallam University. Safety is usually defined as the elimination of avoidable harm and errors. Most patient care is given by nurses and they play a major role in improving the quality of care in areas where safety is often jeopardised (see box). Human factors contribute to safety and have been studied in the nuclear, rail and aviation industries. Teamwork, task scheduling, equipment, workspace, culture and organisation all affect human behaviour and the ability to apply knowledge in clinical settings. Up to 80 per cent of healthcare errors can be attributed to a lack of non-technical skills, hence the need to concentrate on interpersonal and cognitive skills. Interpersonal skills are essential for a team to perform well, but the study of teamwork is often overlooked in healthcare RESOURCES Student Life online www. nursing-standard.co.uk/students The Berwick report tinyurl.com/ot53wmh Clinical Human Factors Group chfg.org
ISTOCKPHOTO
Harm reduction
Common safety challenges for nurses Pressure ulcers Hospital-acquired infections Deep-vein thrombosis Failure in hydration and nutrition Patient falls Failure to rescue Medication errors teaching. While clinical skills training is essential, the potential for error inherent in team interactions is rarely addressed. Educating students in the science of patient safety and human factors is important and our undergraduate curriculum embeds these subjects throughout. The aim is to equip the next generation of nurses with an awareness of patient safety and quality improvement skills NS Deborah Clark, Nick White and Wayne Robson are senior lecturers at Sheffield Hallam University
66 november 6 :: vol 28 no 10 :: 2013
Joanna Martin reflects on how she developed while she was a student One of the most common clichés students hear when they attend university is that the experience will enable them to learn things about themselves. That was true for me and this is what I learned: Manage your time well. I learned that working out my priorities meant that I got everything done and could include time for relaxation. Make time for rest. Shift work gave me the illusion that I had more spare time than I really had, and I ended up exhausted and feeling ill. Students should make sure that they rest enough so they can give their best to their patients and their learning. Be organised, whether with money, food or assignments. Long shifts leave little time for food preparation, so I cook and freeze in advance to avoid cooking after a long shift. Use all opportunities available to you. I worked in a clinic in South Africa, witnessed an operation and saw the birth of a baby. All my various experiences have contributed to making me a better nurse. Communicate with friends, tutors and mentors. It is encouraging and motivating to learn about each others’ challenges and to work hard together. Communicate with patients. They appreciate knowing and understanding the plans for their care. Joanna Martin graduated this year from the University of Hertfordshire
NURSING STANDARD
Downloaded from RCNi.com by ${individualUser.displayName} on Nov 25, 2015. For personal use only. No other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
