Effectiveness of room-of-error interventions for healthcare providers: a systematic review
Abstract Background Patient safety incidents are recognized as significant contributors to patient mortality, thus demanding immediate attention and strategic interventions in healthcare systems. The room-of-error education program serves as a solution, as it provides a case-based learning platform...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-01-01
|
| Series: | BMC Nursing |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12912-025-02751-4 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832571863231889408 |
|---|---|
| author | Su Jin Jung Jiwon Kang Youngjin Lee |
| author_facet | Su Jin Jung Jiwon Kang Youngjin Lee |
| author_sort | Su Jin Jung |
| collection | DOAJ |
| description | Abstract Background Patient safety incidents are recognized as significant contributors to patient mortality, thus demanding immediate attention and strategic interventions in healthcare systems. The room-of-error education program serves as a solution, as it provides a case-based learning platform allowing nursing students to identify and resolve medical errors within a controlled environment systematically. This study aimed to identify the context, mechanisms, and outcomes of room-of-error training programs. Methods This study adopted a systematic review methodology aligning with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Comprehensive searches were conducted across key databases, including OvidMEDLINE, Embase, Cochrane, and CINAHL, by utilizing specific terms related to healthcare providers, nursing students, room-of-error education, medical errors, simulation training, and virtual intervention. Included studies focused on healthcare providers or students, error recognition, RFE-related training, and randomized or quasi-experimental trials, while exclusion criteria were non-English/Korean studies, non-original articles, abstracts, and qualitative studies. Risk of bias in the selected studies was assessed using the Risk Of Bias In Non-randomized Studies version 2.0 tool. Results The search strategy yielded 2,447 articles, with eight studies meeting the inclusion criteria. Predominantly quasi-experimental in design, these eight studies primarily focused on nurses as the target population. Simulations were found to be widely integrated into room-of-error programs, emphasizing skill performance and critical thinking. Half of the studies provided preparation time, 37.5% included feedback, and 62.5% covered medication errors, with 87.5% using offline delivery, 62.5% offering individual education, and program durations ranging from 4 to 35 min, with 25% having no time limit for error inspection. Diverse content, including topics such as medication errors and infection control, was found to be delivered through offline or virtual formats and group-based or individual education. Conclusions The findings provide valuable insights into the characteristics and outcomes of room-of-error training programs for healthcare professionals and students. This study emphasizes the significance of practical, case-based approaches in nursing education to augment knowledge, confidence, and competencies, thereby enhancing patient safety in clinical practice. |
| format | Article |
| id | doaj-art-7146183b40684ab2952e19536c848261 |
| institution | Kabale University |
| issn | 1472-6955 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj-art-7146183b40684ab2952e19536c8482612025-02-02T12:14:59ZengBMCBMC Nursing1472-69552025-01-0124111010.1186/s12912-025-02751-4Effectiveness of room-of-error interventions for healthcare providers: a systematic reviewSu Jin Jung0Jiwon Kang1Youngjin Lee2Department of Nursing, Semyung UniversityCollege of Nursing, Research Institute of Nursing Science, Ajou UniversityCollege of Nursing, Research Institute of Nursing Science, Ajou UniversityAbstract Background Patient safety incidents are recognized as significant contributors to patient mortality, thus demanding immediate attention and strategic interventions in healthcare systems. The room-of-error education program serves as a solution, as it provides a case-based learning platform allowing nursing students to identify and resolve medical errors within a controlled environment systematically. This study aimed to identify the context, mechanisms, and outcomes of room-of-error training programs. Methods This study adopted a systematic review methodology aligning with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Comprehensive searches were conducted across key databases, including OvidMEDLINE, Embase, Cochrane, and CINAHL, by utilizing specific terms related to healthcare providers, nursing students, room-of-error education, medical errors, simulation training, and virtual intervention. Included studies focused on healthcare providers or students, error recognition, RFE-related training, and randomized or quasi-experimental trials, while exclusion criteria were non-English/Korean studies, non-original articles, abstracts, and qualitative studies. Risk of bias in the selected studies was assessed using the Risk Of Bias In Non-randomized Studies version 2.0 tool. Results The search strategy yielded 2,447 articles, with eight studies meeting the inclusion criteria. Predominantly quasi-experimental in design, these eight studies primarily focused on nurses as the target population. Simulations were found to be widely integrated into room-of-error programs, emphasizing skill performance and critical thinking. Half of the studies provided preparation time, 37.5% included feedback, and 62.5% covered medication errors, with 87.5% using offline delivery, 62.5% offering individual education, and program durations ranging from 4 to 35 min, with 25% having no time limit for error inspection. Diverse content, including topics such as medication errors and infection control, was found to be delivered through offline or virtual formats and group-based or individual education. Conclusions The findings provide valuable insights into the characteristics and outcomes of room-of-error training programs for healthcare professionals and students. This study emphasizes the significance of practical, case-based approaches in nursing education to augment knowledge, confidence, and competencies, thereby enhancing patient safety in clinical practice.https://doi.org/10.1186/s12912-025-02751-4Nursing education researchPatient safetySafety managementSimulation trainingSystematic reviews |
| spellingShingle | Su Jin Jung Jiwon Kang Youngjin Lee Effectiveness of room-of-error interventions for healthcare providers: a systematic review BMC Nursing Nursing education research Patient safety Safety management Simulation training Systematic reviews |
| title | Effectiveness of room-of-error interventions for healthcare providers: a systematic review |
| title_full | Effectiveness of room-of-error interventions for healthcare providers: a systematic review |
| title_fullStr | Effectiveness of room-of-error interventions for healthcare providers: a systematic review |
| title_full_unstemmed | Effectiveness of room-of-error interventions for healthcare providers: a systematic review |
| title_short | Effectiveness of room-of-error interventions for healthcare providers: a systematic review |
| title_sort | effectiveness of room of error interventions for healthcare providers a systematic review |
| topic | Nursing education research Patient safety Safety management Simulation training Systematic reviews |
| url | https://doi.org/10.1186/s12912-025-02751-4 |
| work_keys_str_mv | AT sujinjung effectivenessofroomoferrorinterventionsforhealthcareprovidersasystematicreview AT jiwonkang effectivenessofroomoferrorinterventionsforhealthcareprovidersasystematicreview AT youngjinlee effectivenessofroomoferrorinterventionsforhealthcareprovidersasystematicreview |