Dataset Information

Nurses' and students' perception of risk from medical practices.

ABSTRACT:

Objectives

To determine the risk perceptions of a series of medical practices in non-expert (undergraduates) and expert (nurses) samples.

Methods

Four hundred and forty-seven nurses and 246 undergraduate students participated in this study. They all answered questionnaires about the risk dimensions and acceptance for medical practices.

Results

An exploratory factor analysis on participants' answers to various dimensions of risk yielded a two-factor structure for risk perception in both samples: for nurses, the factors were "Unknown" and "Dread," while for students, they were "Dread" and "Lack of Independence." For both nurses and students, the factor scores of Dread negatively related to individual risk acceptance of medical practices. Furthermore, nurses tended to be more accepting of practices that they knew well (i.e., low Unknown scale scores). For students, the subscale scores of the Lack of Independence factor negatively related to individual risk acceptance only for health examination practices. Nurses conceived risks more correctly and concretely compared to students. This was especially pronounced for practices related to medication use.

Conclusions

Although both nurses and students conceived various risk contents from medical practices, their conceptions still differed. Knowledge of these differences in the structure of risk perception and conceived risk contents of various medical practices between nurses and students could be utilized to improve risk communication in clinical practice.

SUBMITTER: Adachi Y

PROVIDER: S-EPMC6626126 | biostudies-literature | 2017 Apr

REPOSITORIES: biostudies-literature

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Publications

Nurses' and students' perception of risk from medical practices.

Adachi Yuko Y Kikuchi Yuya Y

International journal of nursing sciences 20170306 2

<h4>Objectives</h4>To determine the risk perceptions of a series of medical practices in non-expert (undergraduates) and expert (nurses) samples.<h4>Methods</h4>Four hundred and forty-seven nurses and 246 undergraduate students participated in this study. They all answered questionnaires about the risk dimensions and acceptance for medical practices.<h4>Results</h4>An exploratory factor analysis on participants' answers to various dimensions of risk yielded a two-factor structure for risk percep ...[more]

PMID: 31406734

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Project description:BackgroundThe German clerkship ("Famulatur") is the first phase in medical education, in which students learn from a physician's perspective. According to the German Licensing Regulations for Physicians, students shall "familiarise" with providing care. However, specific learning objectives for the clerkship are not defined, although the acquisition of different competencies is implicitly demanded. Therefore, an additional understanding of the clerkship students' learning experience is needed. The goal of this study is to explore the student's learning perspective and experiences in the clerkship.MethodsTwelve guideline-based interviews were conducted with third year medical students. All participants completed their first clerkship. A qualitative content analysis was performed. The inductively identified categories were transferred into a quantitative questionnaire using a 5-point Likert-scale to explore their relevance in a validation cohort. The questionnaire was completed by 222 clinical students of the Otto-von-Guericke-Universität Magdeburg.ResultsThe qualitative analysis led to 26 individual items assigned to 4 main categories that describe the clerkship experience: 1) "coping with insecurities", 2) "the clerkship as a social arrangement", 3) "the clerkship as a learning opportunity" and 4) "the clerkship as a teaching opportunity". In the quantitative validation cohort, category one yielded a well-balanced result (median 3 = "neither agree nor disagree"; IQR 2-4), items addressed in categories 2-4 were generally supported by the students, predominantly selecting "strongly agree" or "agree" (Median 2; IQR 1-2 for each category). Students rated the role of the clinical team as especially important for their learning success and feared exclusion or negative reactions.ConclusionsThe medical clerkship provides an institutional, professional, and social framework, in which students are learning. Insecurities arose from curricular inconsistencies, a high dependency on the clinical team as well as the absence of specific learning objectives. Therefore, a better curricular integration regarding the semester structure and the learning objectives of the German clerkship is needed.

Dataset Information

Nurses' and students' perception of risk from medical practices.

Objectives

Methods

Results

Conclusions

Publications

Nurses' and students' perception of risk from medical practices.

Similar Datasets

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