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Published on: June 21, 2010
Nursing Students' Perceptions of Just Culture in Nursing Programs: A Multisite Study
Danielle Walker1, Gerry Altmiller, Lora Hromadik
1Author Affiliations: Assistant Professor (Dr Walker), Texas Christian University, Fort Worth; Professor (Dr Altmiller), The College of New Jersey, Ewing; Associate Professor (Dr Hromadik), Indiana University of Pennsylvania; Nursing Faculty (Mss Barkell and Compton), Oakland Community College, Waterford, Michigan; Assistant Professor (Drs Barker and Kaulback), West Chester University of Pennsylvania; Assistant Professor (Dr Boyd) Goldfarb School of Nursing at Barnes Jewish College, St Louis, Missouri; Assistant Professor (Ms Cook and Dr Toothaker), Bloomsburg University, Pennsylvania; Assistant Professor (Dr Curia), Purdue University Northwest-Westville, Indiana; Assistant Professor (Dr Hays), Oakland University, Rochester, Michigan; Clinical Assistant Professor (Dr Flexner), Rutgers, The State University of New Jersey School of Nursing, New Brunswick; Clinical Instructor (Mss Jordan and Rudolph) and Coordinator (Ms Jowell), Clinical Faculty, University of Texas at Tyler; Professor (Dr Magpantay-Monroe), Chaminade University of Honolulu, Hawaii; Associate Professor (Dr Vottero), Purdue University Northwest, Hammond, Indiana; and Assistant Professor (Dr Wallace), Pacific Lutheran University School of Nursing, Tacoma, Washington.
Background:
While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education.
Purpose:
The purpose of this study was to assess prelicensure nursing student perceptions of just culture in academia.
Methods:
Following a quantitative, descriptive design, the Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs.
Results:
The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. The JCAT-NE mean total score was 127.4 (SD, 23.6), with a statistically significant total score decline as students progressed from the beginning (133.6 [SD, 20.52]) to the middle (129.77 [SD, 23.6]) and end (122.2 [SD, 25.43]) of their programs (χ[2] = 25.09, P < .001).
Conclusions:
The results from this study are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.
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