Examination of Nursing Students Attitudes Towards Medical Error within
Three Different Educational Models
A cross-sectional comparative study was exposed within three Turkish
public universities. The aims of this study were to examine the
attitudes toward medical error of the nursing students who are trained
within three different education models and to determine factors that
affect these attitudes. A personal and educational conditions
questionnaire and the Medical Error Attitude Scale were used. All
students who agreed to participate in the research from the second,
third and fourth year nursing students of three universities were
included in sample. Descriptive and statistical analysis of the data
were performed. It was found that nursing students trained with the
integrated education model and problem-based learning model had higher
scores on the Medical Error Attitude Scale than nursing students trained
in the classical education model. In the subscales of the Medical Error
Attitude Scale, students trained in the integrated education model had a
higher average score in the “perception” and the “causes” subscales.
A statistically significant difference was found in the subscales of
medical error causes and approaches in students of different years.
Additionally, it was found that the mean scores of the second year
nursing students were higher in the medical error perception subscale.