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ETD 6-22-18.pdf (812.58 KB)

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Keeping Patients Safe: The Relationships Among Structural Empowerment, Systems Thinking, Level of Education, Certification and Safety Competency.

Dillon-Bleich, Kimberly
http://rave.ohiolink.edu/etdc/view?acc_num=case1531351063998187

Abstract Details

2018, Doctor of Philosophy, Case Western Reserve University, Nursing.
Background: Patient safety is a high priority in healthcare. While a decrease in errors has been noted since the Institute of Medicine (IOM) published its landmark report, To Err is Human: Building a Safer Health System, there is controversy over whether the decrease is due to improvement in performance, improvement in documentation, or skewed by differences in measurement systems. It is essential to explore what factors contribute to safety performance as well as the precursor to safety performance, safety competency. Purpose: The purpose of this study is to explore the relationships among structural empowerment, systems thinking, level of education, certification and nurses’ safety competency. Theoretical framework: This study is guided by Neal and Griffin’s (2002) Model of Safety Climate and Safety Behavior. Methods: In this cross-sectional exploratory study, survey data were collected from registered nurses currently practicing at the bedside in a large Midwestern hospital system. Hierarchical multiple linear regression analysis were utilized to answer the research questions. Results: Significant correlations were found between safety competency and the following variables: (a) structural empowerment, (b) systems thinking and (c) certification. Structural empowerment had a significant correlation with the knowledge component of safety competency (r (160) =.21). Systems thinking had a significant correlation with the knowledge component of safety competency (r (160) = .36) and the skill component of safety competency (r (161) = .28). Certification had a significant relationship with the skill component of safety competency (r (162) = .18). Systems thinking explained 12.9% of the variance in the knowledge component of safety competency (F (2, 155) = 12.635, p= .000) and 6.8% of the variance in the skill component of safety competency (F (2, 156) = 6.775, p= .002). Certification explained 2.4% of the variance in the skill component of safety competency (F (2, 154) = 3.047, p= .05). Conclusions: This study contributes to our understanding of the factors that impact safety competency in registered nurses. Understanding factors that affect safety competency supports the development of timely effective interventions to improve safety. The findings of this study have implications for education, practice, and policy.
Mary Dolansky (Committee Chair)
Christopher Burant (Committee Member)
Madigan Elizabeth (Committee Member)
Singh Mamta (Committee Member)
104 p.
Nursing
Safety Competency; Systems Thinking

Recommended Citations

Citations

  • Dillon-Bleich, K. (2018). Keeping Patients Safe: The Relationships Among Structural Empowerment, Systems Thinking, Level of Education, Certification and Safety Competency. [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1531351063998187

    APA Style (7th edition)

  • Dillon-Bleich, Kimberly. Keeping Patients Safe: The Relationships Among Structural Empowerment, Systems Thinking, Level of Education, Certification and Safety Competency. 2018. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1531351063998187.

    MLA Style (8th edition)

  • Dillon-Bleich, Kimberly. "Keeping Patients Safe: The Relationships Among Structural Empowerment, Systems Thinking, Level of Education, Certification and Safety Competency." Doctoral dissertation, Case Western Reserve University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1531351063998187

    Chicago Manual of Style (17th edition)

case1531351063998187
987
© 2018, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.