Effects of Patient Safety Education Utilizing the ‘Room of Errors’ and Incident Analysis Techniques on Patient Safety Knowledge, Error Reporting and Analysis Skills, and Problem-Solving Process in Nursing Students

Abstract

This study was a non-equivalent control group pre- and post-test quasi-experimental design aimed at verifying the effects of a patient safety education program integrating the ‘Room of Errors’ and accident analysis techniques on patient safety knowledge, error reporting and analysis skills, and the problem-solving process among nursing students. The participants consisted of 70 fourth-year nursing students(35 in the experimental group and 35 in the control group) from a university in G city. Data were analyzed using SPSS 29.0 via descriptive statistics, the χ2-test, Fisher’s exact test, Shapiro-Wilk test for normality, Paired t-test, and the Independent t-test. Following the application of the patient safety education program, the experimental group demonstrated statistically significant improvements compared to the control group in patient safety knowledge(t=-2.53, p =.016), error reporting and analysis skills(t=-2.34, p =.025), and the problem-solving process(t=-2.23, p =.032). In particular, among the sub-domains of the problem-solving process, ‘seeking solutions’(t=-2.17, p =.036) and ‘performing solutions’(t=-2.12, p =.040) showed significant enhancement. These findings confirm that patient safety education combining the ‘Room of Errors’ and accident analysis techniques is an effective intervention for enhancing nursing students’ patient safety competencies. Furthermore, this study holds academic significance by providing foundational data for establishing effective patient safety education strategies and reforming nursing curricula.