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Smartphone distractions frequently occur in healthcare, disrupting nurses’ provision of patient care and threatening patient safety. To ensure safe care for patients, nurse faculty must prepare prelicensure nursing students with the knowledge, skills, and behaviors that they need to mitigate patient safety risks. A lack of research regarding how nurse faculty teach nursing students about patient safety risks from smartphone distractions was the concern for this study. The purpose of this qualitative, descriptive phenomenology study was to identify and report the lived experiences of undergraduate nurse faculty regarding teaching about patient safety risks from smartphone distractions in prelicensure nursing programs in New York State. Husserl’s transcendental phenomenology, Kolb’s experiential learning theory, and the patient-centered safety model informed this study. Semistructured telephone interviews were conducted with seven undergraduate nurse faculty who had taught prelicensure nursing students about patient safety risks from smartphone distractions in the last 2 years. Data were manually coded and categorized into themes using the phenomenological analysis method of epoché and reduction. Four themes emerged: teaching to practice safely, meeting learner needs, insights from teaching, and professional development. Key findings indicate that faculty teach about the appropriate and inappropriate use of smartphones with various pedagogical methods. Recommendations based on this research include the provision of nurse faculty professional development related to smartphones. The findings may advance positive social change by promoting faculty orientation and education for teaching with and about smartphones so faculty have strong supports to teach nursing students to practice safely.
Helstowski, Nicole Irene, "Lived Experiences of Nurse Faculty Teaching Patient Safety Risks From Smartphone Distractions" (2021). Walden Dissertations and Doctoral Studies. 9865.
Available for download on Wednesday, January 05, 2022