Patient education and validating understanding
The student group were provided with terms defined by a range of healthcare organisations.As a result, the definitions used by the All data analyses were completed using IBM SPSS Statistics V.21 (SPSS Inc, Chicago, Illinois, USA) and AMOS V.21 (Amos Development Corporation, Crawfordville, Florida, USA).Based on feedback from the three groups, one of the original questions relating to uncertainty in healthcare was considered ambiguous and was removed from the final survey tool.
Correlations between variables within the model were depicted using bidirectional arrows.21 Maximum likelihood estimation was performed to calculate item loading.
As adequate sample sizes across both year groups were obtained, Kaisers criterion for factor retention was adopted with individual factors loading greater than 0.25 considered significant for retention.20 The factor structure was assessed for a theoretical basis, with an examination of the Scree plot used to verify the number of factors retained.
The construct validity of the survey was evaluated using a confirmatory factor analysis (CFA) on the survey responses from the second year students.
Objective Patient safety education is a key strategy to minimise harm, and is increasingly being introduced into junior pharmacy curricula.
However, currently there is no valid and reliable survey tool to measure the patient safety attitudes of pharmacy students.
The five factors were labelled as (1) being quality improvement focused; (2) value of contextual learning; (3) internalising errors regardless of harm; (4) acceptability of questioning more senior healthcare professionals’ behaviour and (5) attitude towards open disclosure of errors.