Table 3 Dıfferences ın Students’ perceptions about broader aspects of patient safety (range = 1–5)
Cyprus (n = 197) | Greece (n = 289) | Independent samples t-tests | 3rd year (n = 234) | 4th year (n = 252) | Independent samples t-tests | |||
|---|---|---|---|---|---|---|---|---|
Broader aspects on patient safety | Mean (SD) | Mean (SD) | t | p * | Mean (SD) | Mean (SD) | t | p * |
Total | 4.0 (0.6) | 3.3 (0.6) | 1 | 0.000 | 3.5 (0.7) | 3.7 (0.7) | −3.099 | 0.002 |
My scope of practice was very clear to me | 3.9 (1.0) | 2.9 (1.1) | 10.978 | < 0,001 | 3.2 (1.2) | 3.4 (1.2) | −1.574 | 0.116 |
There is consistency in how patient safety issues are dealt with by clinical educator in the clinical setting | 3.8 (0.9) | 3.0 (1.0) | 9.566 | < 0,001 | 3.3 (1.0) | 3.4 (1.0) | −1.205 | 0.229 |
I had sufficient opportunity to learn and interact with members of interdisciplinary teams’ | 4.0 (0.9) | 3.5 (1.1) | 5.776 | < 0,001 | 3.5 (1.0) | 3.9 (1.0) | −4.226 | 0.001 |
I gained a solid understanding that reporting adverse events and close calls can lead to change and can reduce reoccurrence of events | 4.3 (0.7) | 3.8 (0.9) | 6.096 | < 0,001 | 3.9 (0.9) | 4.0 (0.8) | −1.228 | 0.220 |
‘Patient safety is well integrated into the overall program | 4.0 (0.9) | 3.4 (0.9) | 7.78 | < 0,001 | 3.6 (0.9) | 3.7 (1.0) | −1.547 | 0.123 |
Clinical aspects of patient safety are well covered in our program (e.g. hand hygiene, medication) | 4.3 (0.8) | 3.5 (1.0) | 9.657 | < 0,001 | 3.8 (1.1) | 4.0 (1.0) | −1.794 | 0.073 |
“System” aspects of patient safety are well covered in our program (e.g. organization, management or the work environment) | 3.4 (0.9) | 3.2 (1.0) | 8.021 | <0,001 | 3.3 (1.0) | 3.7 (0.9) | −3.999 | 0.001 |