An Innovative Learning Tool to Reinforce Patient Safety in Nursing Programs by Using the Room of Errors

Abstract

Background: This is a fictitious patient room where errors are intentionally introduced. This tool offers healthcare professionals a realistic environment where they can detect these errors, focusing on the different stages of the care process. The errors concern hygiene, medication management, identity vigilance, as well as respectful care. Firstly, this initiative aims to establish a simulation-based educational program in therapeutic administration, tailored to the needs and aspirations of polyvalent nursing students, using the room of errors as a teaching tool. The main objective of the room of errors is to facilitate the analysis of errors, understand their implications, and learn from them in order to prevent them from recurring in clinical practice, thereby promoting a culture of safety and a constructive approach to errors among polyvalent nursing students. Methods: A quantitative observational study in which it was decided to select 20 errors to be identified by polyvalent nursing students. This selection represented a significant set of themes, allowing each student to find errors based on their own theoretical and practical knowledge and to note them on an “error collection” sheet. Results: The analysis of the study revealed a high central tendency, although heterogeneity within the group of learners was moderate, which nevertheless revealed notable differences in performance. Indeed, the average score was 15.08 out of 20, which indicates a good level of error detection. In this respect, more than 60% of the sample exceeded the threshold determined by the educational level, which indicates a relative mastery of the skills identified in the safety section. It is therefore reasonable to consider that the room of errors simulation improves the vigilance of first-year nursing students with regard to error detection skills. By analyzing each major risk theme separately, the results reveal that risks are indeed easily identified. The percentage related to errors concerning hygiene and nutrition is 100%, and that related to waste management is 89.5% of the group. Errors related to infection risks and patient safety are the least identified, at 78.9% of the group. The overall assessment of the tool indicated that all participants enjoyed and appreciate the room of errors: 84.2% found this learning method excellent. Conclusions: The room of errors is a source of learner engagement and learning is optimized with a view to professional skills. It will allow our learners to train in conditions very close to reality, without consequences for the patient. It broadly addresses technical skills of "know-how" and non-technical skills such as "interpersonal skills" This is a major challenge to better prepare caregivers and improve patient safety.