Patient Safety

1085 Words5 Pages
Evaluating Knowledge, Skills and Attitude Toward Patients’
Safety Among Medical Students in Saudi Arabia

Introduction:
Patient Safety is defined as "a type of process or structure when applied it reduces the probability of adverse events resulting from exposure to the health care system across a range of diseases and procedures” (1), that is according to the Agency for Healthcare Research and Quality (AHRQ) and the National Quality Forum (NQF).
These practices focus mainly on many safety issues concerning hospitalized patients, nursing homes or ambulatory patients. They deal with measures and fundamental tools that should be applied in general medical practice, since many factors such as knowledge, skills and attitudes in the context of patient
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Furthermore, the World Health Organization (WHO) emphasized the importance of patient safety education in the undergraduate curriculum in its recommendations about “patient’s safety curriculum” (4,5). Thus, to have a health care provider and physician who practice safely and acknowledging the errors that can affect the patients’ care to avoid or manage them, undergraduate curricula are encouraged to integrate patient safety knowledge, skills and attitude as a stand-alone module or integrated in pre-existing sessions during medical school…show more content…
Hypothesis:
Students who have had studied patient safety principles (knowledge, skills and attitude) in a structured module through their study should be more alert regarding World Health Organization (WHO) objectives of patient safety, and they are expected to have better knowledge, skills, and attitudes to avoid and minimize medical errors affecting patients’ safety.

Methodology:
A cross sectional study was designed to assess the students’ “self-ratings” of knowledge, attitudes and skill in the context of patient safety who had the module before, using a custom questionnaire, after testing its validation on a small sample as there were no existing instruments for this purpose.
The questionnaire contains a section about students’ “demographic data” for data analysis purposes, and another section contains three parts: the first part is to assist students’ perception of ‘‘knowledge” about patient safety objectives and actions when medical errors happens (scored from low to high), the second part contains questions about student’s “attitude” and actions in case of medical error had been made by them or by other healthcare providers (scales as strongly agree to strongly disagree); and the third part that reflects student’s understanding of patient safety practice i.e. "skills” (designed as multiple choices
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