Patient safety is one of the greatest challenges facing health care today and nurses are well placed to find opportunities for enhancing care and making it safer. Nurse education has an important role to play in ensuring future professions have capabilities and confidence to meet this challenge however this requires new pedagogies in nurse education. This paper reports on an initiative to develop the safety improvement and leadership capabilities of final year nursing students using Action Learning to support students to undertake a safety improvement project in the clinical setting. A qualitative, interpretive research approach was used to explore students' experiences of participation in Action Learning. 52 nursing students from a UK University participated in the study. Student accounts of their experiences were generated through focus group and individual interviews and data were subject to thematic analysis. Findings are discussed in relation to three categories including "creating an enabling environment", "learning through action and reflection" and "the emergence of safety improvement and leadership practices." The study findings provide valuable insights into how AL processes can engender personal leadership capabilities and support students to make a valuable contribution to safer care practices, both as students and as future health care professionals.

译文

患者安全是当今医疗保健面临的最大挑战之一,护士处于有利地位,可以找到加强护理并使其更安全的机会。护士教育在确保未来的职业有能力和信心应对这一挑战方面发挥着重要作用,但是这需要护士教育中的新教学法。本文报告了一项倡议,即利用行动学习来支持学生在临床环境中进行安全改进项目,以发展最后一年护生的安全改进和领导能力。采用定性,解释性的研究方法来探索学生参与行动学习的经验。来自英国一所大学的52名护理专业学生参加了这项研究。通过焦点小组和个人访谈生成学生对其经历的描述,并对数据进行主题分析。讨论了有关三个类别的调查结果,包括 “创造有利的环境”,“通过行动和反思进行学习” 和 “安全改进和领导实践的出现”。研究结果为AL流程如何提高个人领导能力提供了宝贵的见解,并支持学生作为学生和未来的医疗保健专业人员为更安全的护理实践做出了宝贵的贡献。

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