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Updated: Dec 9, 2025

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Creating safety in care: Student nurses' perspectives.

Valerie O'Keeffe¹, Carolyn Boyd², Craig Phillips³

¹Centre for Workplace Excellence, School of Management, School of Engineering, University of South Australia, GPO Box 2471, Adelaide, South Australia, 5001, Australia.

Applied Ergonomics

|September 5, 2020

Summary

Student nurses prioritize safety and patient condition, seeking help in high-risk aggression scenarios. Training should enhance critical thinking and situational awareness for managing patient aggression.

Keywords:

Aggression Creativity Risk perception Student nurses

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Area of Science:

Nursing Education
Patient Safety
Risk Management

Background:

Nursing is inherently hazardous, necessitating safety and care promotion through applied knowledge, skill, and creativity.
While nurses' risk exposures are documented, research on student nurses' safety perceptions remains limited.
Understanding student nurses' risk perceptions is crucial for developing effective safety training protocols.

Purpose of the Study:

To investigate final-year nursing students' risk perceptions regarding patient aggression.
To analyze how patient and resource risk factors influence student nurses' decision-making in aggressive patient encounters.
To identify areas for improvement in nursing education for managing patient aggression.

Main Methods:

A questionnaire-based vignette study was conducted with final-year nursing students.
Four patient presentations involving patient aggression were used, manipulating patient and resource risk factors.
Student nurses' responses regarding help-seeking behavior and decision-making priorities were recorded.

Main Results:

Student nurses were most inclined to seek assistance and delay action in high-risk patient aggression scenarios.
Personal safety and patient condition were the primary decision-making factors for student nurses.
Resource risk significantly interacted with gender; male nurses were more likely to seek help under high-risk conditions.

Conclusions:

There is a need to enhance nursing student training on managing patient aggression.
Promoting creative problem-solving and critical thinking through simulation is recommended.
Improving situation awareness and knowledge translation is essential for student nurses' practice.