Keywords

just culture, Just Culture Assessment Tool for Nursing Education (JCAT-NE), nursing education, patient safety

Authors

1. Walker, Danielle PhD, RN, CNE
2. Altmiller, Gerry EdD, APRN, ACNS-BC, FAAN
3. Hromadik, Lora PhD, RN
4. Barkell, Nina MSN, RN, ACNS-BC
5. Barker, Nancy EdD, RN
6. Boyd, Teri EdD, MNSc, RN
7. Compton, Michelle MSN, RN
8. Cook, Pamela MSN, RN
9. Curia, Marianne PhD, MSN, RN
10. Hays, Deana DNP, FNP-BC
11. Flexner, Randi DNP, APN, RN
12. Jordan, Janet MSN, RN
13. Jowell, Vicki MSN, RN, RN-BSN
14. Kaulback, Michelle EdD, RN, FNP-BC
15. Magpantay-Monroe, Edna EdD, APRN
16. Rudolph, Bethany MSN, RN
17. Toothaker, Rebecca PhD, RN
18. Vottero, Beth PhD, RN, CNE
19. Wallace, Sharon PhD, RN, CCRN-K

Abstract

Background: While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education.

Purpose: The purpose of this study was to assess prelicensure nursing student perceptions of just culture in academia.

Methods: Following a quantitative, descriptive design, the Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs.

Results: The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. The JCAT-NE mean total score was 127.4 (SD, 23.6), with a statistically significant total score decline as students progressed from the beginning (133.6 [SD, 20.52]) to the middle (129.77 [SD, 23.6]) and end (122.2 [SD, 25.43]) of their programs ([chi]²[2] = 25.09, P < .001).

Conclusions: The results from this study are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.