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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Just Culture: Nursing Students Transition to Practice-a Longitudinal Study.

Danielle Walker¹, Lora Hromadik, Manisa Baker

¹Associate Professor (Dr Walker), Harris College of Nursing & Health Sciences, Texas Christian University, Fort Worth; Professor (Dr Hromadik), Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania; Assistant Professor (Dr Baker), College of Nursing, Purdue University Northwest, Hammond, Indiana; and Assistant Professor (Dr McQuiston), College of Nursing, Health, and Human Services, Indiana State University, Terre Haute.

|August 9, 2023

Summary

Registered nurses’ perceptions of just culture remain consistent from student to new graduate. However, the practice environment can alter these views, highlighting areas for improvement in healthcare settings.

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Area of Science:

Nursing Education
Healthcare Safety
Organizational Behavior

Background:

Just culture principles are reportedly integrated into nursing education and practice.
Limited understanding exists regarding how perceptions of just culture evolve during the transition from student to practicing registered nurse.

Purpose of the Study:

To describe and compare just culture perceptions of registered nurses (RNs) at two distinct time points: during prelicensure education and as new graduate RNs with at least six months of experience.
To analyze changes in just culture perceptions throughout the educational-to-practice transition.

Main Methods:

A within-subject, longitudinal study design was employed.
The Just Culture Assessment Tool for Nursing Education (JCAT-NE) and the Just Culture Assessment Tool (JCAT) were utilized to measure perceptions.
Data were collected at two time points to track changes over time.

Main Results:

No statistically significant overall change in just culture perception scores was observed between the two time points.
Eight individual items within the assessment tools showed statistically significant changes in perception.
These specific item changes suggest nuanced shifts in understanding or experience.

Conclusions:

New graduate nurses apply knowledge, skills, and attitudes regarding just culture acquired during their prelicensure education.
The findings indicate that the professional practice environment can modify nurses' perceptions of just culture.
Specific aspects of the practice setting warrant attention for their impact on just culture perceptions.