Margins of Competence: Quantitative Assessment of Common Self-Perceived Clinical Errors Among 4th Year Nursing Students
DOI:
https://doi.org/10.65339/ijsis.V1.I2.130Keywords:
Clinical Errors, Infection Control, Medical Error Scale, Nursing Students, Patient Safety, Self-Perceived Competence, Sustainable Development GoalsAbstract
This study assessed common self-perceived clinical errors among fourth-year nursing students by examining their adherence to patient-safety practices involving fall prevention, blood and blood product transfusion, patient transfer, medication administration, communication, infection control, and nursing care. A quantitative approach using descriptive-evaluative, descriptive-comparative, and descriptive-correlational designs was employed among 309 fourth-year nursing students selected through purposive sampling. Data were collected using the 36-item Medical Error Scale for Nursing Students and analyzed using frequency and percentage distributions, weighted means, Mann–Whitney U test, Kruskal–Wallis test, and Spearman’s correlation. Results showed high self-perceived adherence to patient-safety practices, with an overall MES mean of 4.65, interpreted as “Always.” Infection Control obtained the highest mean (M = 4.76), whereas Fall Prevention obtained the lowest (M = 4.50), although both remained within the “Always” interpretation. Significant gender differences were identified in blood and blood product transfusion, patient transfer, communication, infection control, and the overall MES assessment, while significant age differences were found in fall prevention and the overall assessment. Ten of the 21 pairs of MES dimensions demonstrated significant relationships, indicating that selected areas of self-perceived patient-safety competence were interconnected. The study recommends strengthening fall-prevention education through hands-on simulation, clinical supervision, feedback, reflective practice, open communication, and integrated patient-safety learning activities. The study supports SDG 3 (Good Health and Well-Being) through its emphasis on patient safety and prevention of avoidable harm and SDG 4 (Quality Education) through the continued development of nursing education and clinical competence. Its sustainability impact lies in supporting public health, educational, and institutional sustainability by strengthening patient-safety preparation and promoting safer and more responsible future nursing practice.
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Copyright (c) 2026 Rochelle Anne N. David, Mark John D. Visca, Tanya Izena M. Tominez, Ma. Isabelle S. Soriano, Caroline V. San Diego, Charito S. Quitalib, Vilma R. Miguel, Samantha M. Mendoza, Angela Gwyn C. Mendoza, Ashley S. Marfe, Ma. Virginia M. Alarilla, Sylvia O. Lopez (Author)
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