Document Type

DNP Project


School of Nursing

Date of Degree

Spring 2018


Doctor of Nursing Practice (DNP)

Primary Advisor

Primary Advisor Karen Kesten, DNP, APRN, CCNS, CNE, CCRN-K, FAAN


Background: Although nursing student’s confidence regarding patient safety is influenced by both clinical faculty and environments in which they learn, faculty seemed to have the most influence in shaping student’s attitudes surrounding a culture of safety. Objectives: To explore and support faculty culture of safety practices that promote meaningful learning experiences for students surrounding patient safety in clinical learning environments.

Methods: An embedded mixed method design was utilized for this pilot study. Quantitative data was collected both pre- and post-semester utilizing an adapted Health Professional Education in Patient Safety Survey, and post-semester qualitative data further expanded on faculty perceptions and experiences. Interventions included an educational webinar on just culture principles and use of patient safety reporting as part of clinical learning.

Results: There was significant increase in faculty (n = 17) perception of confidence to teach sociocultural aspects of patient safety t [16] = - 4.69, p < .001, d = 1.12, 95% CI [- 0.59, - 0.22]. Among safety events reported (n = 34), 50% were incidents and most (41.2 %) related to infection control. Influences that affected incorporating just culture principles into clinical learning environments were clinical environmental realities and level of connectedness between those environments and faculty.

Conclusions: Clearer avenues for faculty and students to address patient safety without fear or risk may enhance the reciprocal relationship between faculty, clinical staff and students in a way that accelerates and sustains a culture of safety. Improving connections between academia and clinical environments, and faculty development were supported.

Open Access




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