The Relationship Between Medication Error Tendency and Mindfulness Levels of Nursing Students in Turkey: A Descriptive and Cross-Sectional Study

The Relationship Between Medication Error Tendency and Mindfulness Levels of Nursing Students in Turkey: A Descriptive and Cross-Sectional Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between Medication Error Tendency and Mindfulness Levels of Nursing Students in Turkey: A Descriptive and Cross-Sectional Study Selçuk Görücü, Gülengün Türk This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5642754/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 10 Mar, 2025 Read the published version in BMC Medical Education → Version 1 posted 4 You are reading this latest preprint version Abstract Background Given the nature of the health profession, medical errors are considered a common problem. Nursing students are inevitably likely to make medical errors due to the lack of adequate and safe learning environments during their clinical practice. Aim We aimed to investigate the relationship between the tendency to make medical errors and the level of mindfulness of senior nursing students. Methods Data were collected using the Malpractice Trend Scale (MTS) and the Mindful Attention Awareness Scale (MAAS). This study was reported following STROBE. Results The students' MAAS total score mean was 62.96 ± 1.64. The MTS total score mean was 79.91 ± 1.25. According to Pearson correlation analysis, there was a weak, positive (r = .194) and statistically insignificant (p > 0.05) relationship between the total scores of MTS and MAAS. Conclusions It was concluded that as the students' mindfulness levels increase, their tendency to make medication errors decreases, but this result is not statistically significant. nursing students malpractice mindfulness cross-sectional study nursing education 1. Introduction Medical errors can be seen not only in healthcare professionals but also in students who are candidates for healthcare professionals. The most common error among medical errors, medication administration error, is defined as “a preventable event that may cause harm to the patient or inappropriate use of a medication while the medication is under the control of a healthcare professional, patient or consumer” according to the US Coordinating Council for Medication Errors Reporting and Prevention ( 1 ). Therefore, since drug safety has become a major concern of international organizations and government agencies, the World Health Organization (WHO) has chosen “Medication Safety” as the theme of World Patient Safety Day 2022 with the slogan “Medicine Without Harm” ( 2 , 3 ). Adverse events during hospitalization affect approximately one in ten patients, and a significant portion of these events are preventable. Medical errors, a key factor in patient safety, are estimated to be the third leading cause of death in the United States, accounting for more than 250,000 deaths annually ( 4 ). Since drug administration is the last stage of the drug use process, the probability of errors at this stage being detected before reaching the patient is very low ( 5 ). Medication errors can lead to negative outcomes such as increased mortality, prolonged hospital stay and increased medical expenses. Medication error rates are high in developed and developing countries ( 6 ). Although nurses participate in the steps of the drug administration process, they must always ensure that the previous steps are performed correctly and complete the drug administration safely ( 7 ). Medication management is a nursing care activity where the competence of nurses is essential. Prevention of medication errors and safe medication administration management cover an important area among the daily routine duties of nurses ( 8 ). While all these situations require nurses to have high levels of conscious awareness, nursing students, who are the most important point of nursing education, should also be supported in this direction. Studies conducted with student nurses have emphasized that medication errors for which students are responsible can cause serious harm to patients and that students may experience anxiety and fear in practice areas, which can increase the risk of making errors ( 9 ). In this regard, it is important for nursing students to receive good training on medical errors and patient safety during their education period. In the study conducted by Öztürk and colleagues with 1067 nursing students, it was determined that 28% of nursing students generally committed malpractice during clinical practice, and medical errors varied in rate, such as failure to comply with sterility and asepsis rules (32%), incorrect identification of the patient (19%) and administration of the wrong dose of medication (12%) ( 10 ). The lack of active, effective and standardized training in nursing undergraduate programs regarding medical errors opens the way for potential problems in terms of patient safety in the healthcare system ( 11 ). In the face of a heavy workload in healthcare delivery, nursing students are vulnerable to anxiety and depression. This leads to high attrition rates, which can lead to students losing their love of nursing, burnout, or instability among nurses ( 12 ). Therefore, in order to reduce the rate of medication errors made by nursing students after graduation or during internships while they are students, the awareness level of students regarding patient safety should be increased during nursing education. ( 13 ). Conscious awareness (mindfulness) is being present, being aware of our experiences in the moment, focusing on what is happening in the inner and outer world without judging it ( 13 ). Although the origin of Mindfulness is based on the concept of “Awareness” in Buddhism and Eastern Philosophy, it is actually a kind of spiritual skill. Awareness is the final step of enlightenment and maturing the soul, and people have been using this technique for thousands of years ( 14 ). A concept analysis of mindfulness in nursing by White defined mindfulness as a “transformative process” in which a person develops an increasing ability to “experience being present” with “acceptance,” “attention,” and “awareness.” ( 15 ). In a study conducted to examine the effect of a mindfulness-based intervention on nursing students; It was found that mindfulness interventions significantly reduced the negative emotions of nursing students and helped them manage their stress and anxiety ( 16 ). Chronic exposure to psychological stress resulting from an imbalance between occupational workload and an individual's ability to cope is known as "burnout" ( 17 ). Based on this, practicing a profession that requires high attention, such as nursing, requires a complete state of mental well-being, and it is important to raise awareness in nursing education on this issue. There are a limited number of studies in the literature on the development of awareness and present-moment skills of senior nursing students ( 18 – 21 ). In the literature review, no study was found that examined the relationship between medication error tendencies and conscious awareness of senior nursing students. Therefore, this study was planned to examine the relationship between medication error tendencies and conscious awareness levels of senior nursing students. Research questions; What is the tendency of nursing students to make medication errors? What is the level of mindfulness of nursing students? Is there a relationship between the tendency of nursing students to make medication errors and their levels of mindfulness? 2. Methods 2.1. Study Design The study used a descriptive-cross-sectional study design because it was based on observational data on the competence of senior nursing students at the time of measurement. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist, guidelines for reporting observational studies, was used to validate the study design and methods and to increase the validity of the study findings ( 22 ). 2.2. Participants and Setting The research was conducted with senior undergraduate students of the Nursing Department of the Faculty of Health Sciences at a state university located in the Western Antalya Region of Türkiye. The universe of research consisted of sixty-five students studying in the 2023–2024 academic year. The sample of the research consists of volunteers who agreed to participate in the research. Sixty-two students who agreed to participate in the research voluntarily and attended the course during the data collection process were included in the research. Three of the students stated that they did not want to participate in the research. The sample selection method was not used in the research and an attempt was made to reach the entire universe. As a result, the research was conducted by reaching fifty-nine students. 2.3. Implementation of Research In order to reach the entire sample, the research data were collected in the main courses where nursing students participated the most. Before collecting the data, the researcher determined the main courses of the senior students and obtained permission from the instructor of the relevant course to collect data before starting the course. Before distributing the survey forms, the students were informed about the purpose of the study, the duration of the survey and the survey form, and the students who agreed to participate in the study were given a “Voluntary Informed Consent Form” and their written consent was obtained. Afterwards, the survey forms were distributed to the students who agreed to participate in the study and were taken back in the same environment. The survey forms were answered in an average of 15 minutes. 2.4. Measurement The survey form to be used in the study consists of three sections. The first section includes a personal information form that defines the target audience. The second section includes scales to measure the levels of medical error tendency of senior nursing students, and the third section includes scales to measure the Mindful Attention Awareness levels of senior nursing students. 2.4.1. Personal Information Form It was prepared by the researcher using relevant literature. This form consists of five questions regarding the students' age, gender, perceived economic status, whether they received training on patient safety, and whether they encountered medication errors during their internships. 2.4.2. Malpractice Trend Scale (MTS) It was developed by Özata and Altunkan in 2010 to measure nurses' tendency to make medical errors. The scale has 49 items and 5 sub-dimensions. It has 5 Likert-type categories. It is evaluated as 1: never, 2: very rarely, 3: occasionally, 4: usually, 5: always. The highest score that can be obtained from the scale is 245, and the lowest score is 49. The scale consists of five sub-dimensions: drug and transfusion practices (18 items), falls (5 items), hospital infections (12 items), communication (5 items), patient monitoring and material safety (9 items). The mean score is used in the evaluation of the scale. As the mean score increases, it shows that nurses' tendency to make medical errors is low, and as the mean score decreases, it shows that nurses' tendency to make medical errors is high. The Cronbach's alpha value of the scale was determined as 0.93 by Özata and Altunkan ( 23 ). In this study, only the first 18-item sub-dimension of the Malpractice Tendency Scale (MTS) titled medication and transfusion practices was used to determine the relationship between the mindfulness levels of senior nursing students and their tendency to medication errors. 2.4.3. Mindful Attention Awareness Scale (MAAS) The data collection tool, Mindful Attention Awareness Scale (MAAS), addresses individual differences in the frequency of individuals' states of consciousness. The MAAS is a 15-item scale that measures the general tendency to be aware of and attentive to momentary experiences in daily life. On a six-point Likert-type scale (from "almost always" to "almost never"), respondents indicate how often they experience their experiences in an automatic manner without paying attention to the present moment. High scores on the scale indicate high levels of mindfulness. The MAAS has a single-factor structure and yields a single total score ( 14 ). The internal consistency coefficient of the scale is .82. The adaptation study of MAAS to Turkish was conducted by Özyeşil et al. ( 14 ). The item factor loadings for each item of MAAS ranged from .48 to .81, and the Cronbach Alpha internal consistency coefficient of the scale was calculated as .80 and the test-retest correlation was calculated as .86. ( 14 ). 2.5. Ethical considerations Throughout this study, good scientific practices were followed in the search for honesty, transparency, accuracy and meticulousness in the research process ( 24 ). Institutional permission was obtained for research from the Clinical Research Ethics Committee of Akdeniz University (Decision No: CRECAU- 743 Date: 27.09.2023) and from the chief physician of the hospital where the research was conducted. The purpose of the study and the requirements of the study were explained to the senior nursing students participating in the study, and verbally informed consent was obtained in accordance with ethical principles. Since the answers should be given on a voluntary basis, it was explained that the students who would participate in the research were free to participate or not and that they were willing to participate in the study. 2.6. Data analysis The collected data was recorded and evaluated in a computer environment using the SPSS 25.0 statistical program. Frequency and percentage analyses were used to examine the descriptive characteristics of the students who agreed to participate in the study. Mean and standard deviation statistics were used to analyze the scales. Kurtosis and Skewness values ​​were examined to determine whether the determined variables showed a normal distribution. Tabachnick et al. ( 25 ) calculated the skewness values ​​of the variables as + 1.5 to -1.5.; George and Mallery ( 26 ), stated that between + 2.0 and − 2.0, it showed normal distribution. In this study, variables were found to show normal distribution. Parametric methods were used in the evaluation of the data. Independent groups t-test, one-way analysis of variance (Anova) and post hoc (Tukey, LSD) were used in the analysis of changes in scale scores according to the descriptive characteristics of the students. Pearson correlation analysis was used for the analysis of the relationship between the scales. 3. Results Participants; The participants of the study were fifty-nine senior students from the Department of Nursing at Kumluca Health Sciences Faculty of Akdeniz University. 57.6% of the respondents were female and 42.4% were male. The average age of the students participating in the study was 23.017 ± 2.03 (min: 21, max: 31). The students' response to the perceived economic situation was 28.8% low, 64.4% medium and 6.8% good. 88.1% of the students participating in the study reported that they did not make any medical errors during their clinical practice, while 11.9% reported that they made medical errors. Malpractice Tendencies and Mindfulness Levels of Senior Nursing Students; In this study, the total mean score of the students from the MTS scale “medication and transfusion practices” sub-dimension was found to be 79.91 ± 1.25 (min = 18, max = 90) (Table 2 ). According to the MTS assessment, it was determined that the students had a low tendency to become drug addicts. There was no statistically significant difference (p > 0.05) between the students’ descriptive characteristics and the MTS scale mean scores (Table 1 ). Table 1 Evaluation of Students' Medication Error Tendency and Mindfulness Levels of Nursing Students According to Their Descriptive Characteristics (n = 59) Variables N Mean (SD) METS P Mean (SD) MAAS P Age 23 years and under 24 years and over 46 13 79.43 ± 10.10 81.61 ± 7.71 t: − .719 p: .475 63.82 ± 11.46 59.92 ± 16.27 t: .984 p: .329 Sex Woman Man 34 25 80.47 ± 9.64 79.16 ± 9.70 t: .514 p: .609 63.17 ± 12.64 62.68 ± 12.85 t: .148 p .883 Perceived economic situation Low Medium High 17 38 4 79.88 ± 7.94 80.21 ± 10.56 77.25 ± 7.84 F: .167 p: .847 61.29 ± 11.79 62.57 ± 12.84 73.75 ± 11.47 F: 1.663 p: .199 Status of receiving training on patient safety Yes No 47 12 80.42 ± 10.16 77.91 ± 77.02 t: .805 p: .424 63.19 ± 12.75 62.08 ± 12.63 t: .269 p: .789 Have you ever made medication errors in the clinics you worked in during your training? Yes No 7 52 81.00 ± 7.65 79.76 ± 9.89 t: .316 p: .753 62.85 ± 18.19 62.98 ± 11.93 t: − .024 p: .981 MTS; Malpractice Trend Scale, MAAS; Mindful Attention Awareness Scale, SD ; Standard deviation. N; Sample size, p < 0 ,05 Table 1 shows the mean scores of the students in the MTS “medication and transfusion practices” sub-dimension and the mean scores they received from MAAS according to their descriptive characteristics. In the analyses, no statistically significant difference was found between the students’ Malpractice Trend and Conscious Awareness Levels according to their descriptive characteristics (p>0 ,05). Table 2 Correlation Between Students' Mindfulness Levels and Malpractice Trend Levels (n = 59) MTS Mean (SD) 79.91 ± 9.61 (Min/Max = 18 / 90) MAAS Mean (SD) 62.96 ± 12.62 (Min/Max = 15 / 90) Pearson Correlation . 194 p . 141 N 59 MTS ; Malpractice Trend Scale, MAAS ; Mindful Attention Awareness Scale, SD ; Standard deviation. N : Sample size, *Correlation is significant at p < 0.01 level. The mean Mindfulness (MAAS) and Medical Error Tendency (MTS) scores of nursing students are given in Table 2 . Pearson Correlation Analysis was used to determine the relationship between the MAAS and MTS levels of the students. Accordingly, there was a weakly positive (r = .194) and statistically insignificant (p > 0.05) relationship between the students' mindfulness levels and their malpractice trend levels. In this study, the students' MAAS score average was found to be 62.96 ± 1.64 (min = 15, max = 90) (Table 2 ). The students had a medium-high level of conscious awareness. There was no statistically significant difference (p > 0.05) between the students' descriptive characteristics and their MAAS score averages (Table 1 ). The relationship between malpractice trends and mindfulness levels of senior nursing students; Pearson Correlation Analysis was used to determine the relationship between the students' total MAAS and MTS scale scores. Accordingly, there was a weak, positive (r = .194) and statistically insignificant (p > 0.05) relationship between the students' mindfulness levels and medical error tendency levels (Table 2 ). 4. Discussion This study provides new evidence on the mindfulness levels and medical error tendencies of senior nursing students. The lack of research evidence on the mindfulness and medication error tendencies of senior nursing students contribute to the novelty value of this study. According to our study results, the total mean score of the Mindful Attention Awareness Scale (MAAS) of senior nursing students was found to be 62.96 ± 1.64 (min = 15, max = 90), which was above the median value. The total mean score of the Malpractice Trend Scale (MTS) was found to be 79.91 ± 1.25 (min = 18, max = 90), which was high, meaning that the intern students' tendency to make medical errors was low according to the scale evaluation (Table 2 ). Similar to our study finding, In Karaveli's study, it was determined that nursing students' medical error tendencies were low according to the students' total MTS score averages ( 27 ). In the study by Durmaz et al., it was found that nursing students had a low tendency to make medical errors ( 28 ). Other research results in the literature also report that student nurses have a low tendency to make medical errors, and these findings also support our study ( 29 – 33 ). However, in the literature, the tendency of student nurses to make medical errors was found to be high in the studies of Akgün Şahin, Özkan and Ersun ( 34 – 36 ). Our study results do not fully parallel the literature. The reason for these differences may be that the studies were conducted in different institutions and groups. In our study, there was no statistically significant difference between the age groups of the students and the total mean score of the MTS “medication and transfusion practices” sub-dimension, however, in the study by Demir et al., a statistically significant difference was found between the mean scores of the “medication and transfusion practices” sub-dimension of the scale according to age groups ( 30 ). In our study, it was determined that there were no statistically significant differences in terms of MTS total averages according to the gender of the students. Our study finding was similar to the study finding of Güneş and Karakaş ( 31 , 37 ). Contrary to our study, Turk et al. ( 33 ) and Durmuş et al. ( 38 ) reported that the difference between the gender of student nurses and the MTS total score averages was statistically significant, and the score averages of female students were higher than male students. It is thought that the differences in literature are due to participant characteristics and educational differences. In our study, no significant difference was found between the students' taking a course on patient safety and their tendency to commit medical errors. Similar to our study findings, there were studies in the literature that concluded that taking a course on patient safety did not change the attitude towards medical errors ( 30 , 39 ). The results are similar because the research population is university students. Another finding of our study, the students' mindfulness levels (MAAS) total score average was found to be 62.96 ± 1.64 (min = 15, max = 90) and this value was above the median value. When the studies conducted with nursing students were examined; in Azak's study, the MAAS score average of nursing students was determined as 60.14 ± 11.43 ( 19 ). In Yaman's study, the MAAS score average of student nurses was found to be 53.03 ± 12.59 ( 40 ). In the study conducted by Erkin et al. ( 41 ) 60.51 ± 11.35; It is reported as 62.87 ± 14.13 in the study conducted by He et al. ( 42 ). In these studies, and in our study, the students' mindfulness level was slightly above average, and it can be said that our study findings are similar to the literature. In our study, no significant differences were found in terms of students' conscious awareness level and their age, gender and perceived income level; similarly, in Azak's study, no significant difference was found in terms of age and gender, but in Azak's study, a significant difference was found in terms of conscious awareness level and perceived income level ( 19 ). Socioeconomic conditions, place of residence, and stressors caused by cultural characteristics may have affected our study findings. In our study, there was a weak positive and statistically insignificant relationship between students' mindfulness levels and their medical error tendency levels (Table 2 ). Tarhan's study reported that a short mindfulness-based stress reduction program positively strengthened nursing students' awareness of medical errors and risks ( 43 ). This study finding is similar to our study finding in that it reveals the relationship between students' mindfulness and medical error tendency levels. Limitations of the Study This study has some limitations. First, the sample size was moderate, which may increase response bias and limit the generalizability of the results. This study was limited to senior students at a university; the results can only be generalized to this group. Second, this study used a cross-sectional research design and therefore causal relationships could not be examined; the conscious awareness of the participants at the time they filled out the questionnaire was addressed. However, this study may contribute to the prevention of medical errors by strengthening the conscious awareness levels of senior nursing students. 5 Conclusions In our study examining the relationship between the Mindfulness levels and the Tendency to Make Medication Errors of senior nursing students, it was determined that the students' conscious awareness level was above the median value and their tendency to make medication errors was low. However, it was concluded that as the students' mindfulness levels increased, their tendency to make medication errors decreased, but this result was not significant. This result is limited to this sample group. Studies are needed with a larger sample size to examine the relationship between students' medication error tendencies and their mindfulness levels. This study is important in terms of revealing the relationship between student nurses' conscious awareness and their tendency to make medication errors. In general, the fact that students' tendency to make medication errors is low in our study may indicate that there is a patient safety culture. In order to maintain a safe patient culture and to ensure that students' conscious awareness levels continue to be strong, their participation in awareness training should be supported. In order to increase students' patient safety awareness, cooperation between nursing faculties and hospitals should be strengthened. We recommend that nursing educators apply patient safety training in both theoretical and practical teaching and use contemporary educational methods, especially simulation-based training, to reduce the incidence of adverse events. Abbreviations CRECAU Clinical Research Ethics Committee of Akdeniz University MTS Malpractice Trend Scale MAAS Mindful Attention Awareness Scale STROBE The Strengthening of the Reporting of Observational Studies in Epidemiology SPSS Statistical Package for Social Science WHO World Health Organization Declarations Ethics declarations Ethics approval and consent to participate Institutional permission was obtained for research from the Clinical Research Ethics Committee of Akdeniz University (Decision No: CRECAU- 743 Date: 27.09.2023) and from the chief physician of the hospital where the research was conducted. The purpose of the study and the requirements of the study were explained to the senior nursing students participating in the study, and verbally informed consent was obtained in accordance with ethical principles. Consent for publication Not applicable. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Data availability The data used in this study are available from corresponding author ( [email protected] ) upon reasonable request. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Authors' contributions SG and GT: Conceptualization, Methodology, Software. GT: Data curation, Writing- Original draft preparation. SG: Visualization, Investigation. GT: Supervision, Software, Validation.: SG: Writing- Reviewing and Editing. Acknowledgements We would like to thank the Nursing students of Akdeniz University Kumluca Faculty of Health Sciences. Additional information Clinical trial number: not applicable. References Shaikh SK, Cohen SP. Disclosure of Medical Errors. 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Celal Bayar Üniversitesi Sağlık Bilim Enstitüsü Derg [İnternet]. 2020 Jun 30 [cited 2024 Jul 10];7(2):148–56. https://dergipark.org.tr/en/pub/cbusbed/issue/55485/629419 Karakas S, Aysun PK, Dedeoğlu Demir B, Eycan Ö. Hemşirelik Bölümü Öğrencilerinin Tıbbi Hata Yapma Eğilimlerinin İncelenmesi. Sağlık Ve Toplum [Internet]. 2023 [cited 2024 Jul 9];33(3):228–35. http://search/yayin/detay/1211776 Turan GB, Mankan T, Polat H. Hemşirelik ve Ebelik Öğrencilerinde Malpraktis. Sağlık Bilim Ve Meslekleri Derg [Internet]. 2017 Jun 11 [cited 2024 Jul 10];4(2):98–104. https://dergipark.org.tr/tr/pub/hsp/issue/27374/276950 Turk G, Özdemir S, Kocaçal E. Examining of the Tendency in Malpractice of Intern Nurses. Turk Klin J Nurs Sci. 2019;11:374–80. Akgün Sahin Z, Kardaş Özdemi̇r F. Hemşirelerin Tıbbi Hata Yapma Eğilimlerinin İncelenmesi. J Educ Res Nurs Hemşirelikte Eğitim Ve Araşt Derg [Internet]. 2015 Sep [cited 2024 Jul 10];12(3):210–4. https://search.ebscohost.com/login.aspx?direct=true&db=obo&AN=114398007⟨=tr&site=ehost-live&authtype=ip,uid Ersun A, Başbakkal Z, Yardımcı F, Muslu G, Beytut D. Çocuk Hemşirelerinin Tıbbi Hata Yapma Eğilimlerinin İncelenmesi. Ege Üniversitesi Hemşire Fakültesi Derg [İnternet]. 2013 Jun 1 [cited 2024 Jul 10];29(2):33–46. https://dergipark.org.tr/tr/pub/egehemsire/issue/49344/630260 Ozkan S, Kocaman G, Ozturk C, Seren S. Frequency of pediatric medication administration errors and contributing factors. J Nurs Care Qual. 2011;26(2):136–43. Güneş Ü, Zaybak A, Baran L, Özdemir H. İntörn Hemşirelerin Tıbbi Hatalara Eğilim Düzeylerinin Belirlenmesi. Ege Üniversitesi Hemşire Fakültesi Derg [İnternet]. 2016 Nov 1 [cited 2024 Jul 10];32(3):41–9. https://dergipark.org.tr/en/pub/egehemsire/issue/49328/630090 Durmuş SÇ, Erdem Y, Yılmaz ED. Hemşirelerin Tıbbi Hata Yapma Eğilimleri: Bir Kamu Üniversitesi Tıp Fakültesi Hastanesi Örneği. Kırıkkale Üniversitesi Tıp Fakültesi Derg [İnternet]. 2022 Apr 30 [cited 2024 Jul 10];24(1):153–62. https://dergipark.org.tr/tr/pub/kutfd/issue/69734/1058816 Solak M, Uygur R, Cihan G, Evci G. İntörn Hemşirelik Öğrencilerin Hatalı Tıbbi Uygulama Eğilimlerinin Belirlenmesi. Sürekli Tıp Eğitimi Derg [İnternet]. 2022 Jan 13 [cited 2024 Jul 10];30(6):427–35. https://dergipark.org.tr/en/pub/sted/issue/68062/876685 Yaman Z, Boğahan M, Türkleş S, Ak E, Ekti H, Özalp D. Hemşirelik Öğrencilerinin Sosyal Medya Bağımlılığı ile Bilinçli Farkındalık ve Öz Şefkat Düzeyleri Arasındaki İlişkinin Belirlenmesi. YOBÜ Sağlık Bilim Fakültesi Derg [İnternet]. 2022 Aug 9 [cited 2024 Jul 17];3(2):219–29. https://dergipark.org.tr/en/pub/yobusbf/issue/72045/1077420 Erkin Ö, Şenuzun Aykar F. The effect of the yoga course on mindfulness and self-compassion among nursing students. Perspect Psychiatr Care. 2021;57(2):875–82. He FX, Turnbull B, Kirshbaum MN, Phillips B, Klainin-Yobas P. Assessing stress, protective factors and psychological well-being among undergraduate nursing students. Nurse Educ Today. 2018;68:4–12. Tarhan M, Elibol E. The effect of a brief mindfulness-based stress reduction program on strengthening awareness of medical errors and risks among nursing students. Nurse Educ Pract. 2023;70:103655. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 10 Mar, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 19 Dec, 2024 Editor assigned by journal 18 Dec, 2024 Submission checks completed at journal 18 Dec, 2024 First submitted to journal 14 Dec, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5642754","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":392390833,"identity":"98f90a3c-1779-4475-8a37-43e6e6a54d7a","order_by":0,"name":"Selçuk Görücü","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA60lEQVRIiWNgGAWjYFAC5gYGhgNQ9gcgZmMnqIURoYVxBkgLMylamHnAJAEN8u2NjZ95ztTKmc9IfiZt82ubPB8zA+OHjzm4tRicOdgszXPjuLHMjTQz6dy+24ZtzAzMkjO34dEikdjGzPPhWOIMiRw26dye24xALWzMvHi0yM9/iKTFsue2PUEtDDeAxvLcqIFoYfhxO5GgFoMzic2Sc84cMJbgeWZs2dtwO7mNmbEZr1/k2w8f/PDmWJ2cBHvywxs//ty2nd/efPDDR3wOg4DDEIqxDUw2EFQPBHVQ+g8xikfBKBgFo2CkAQCyDk/hZnMlXQAAAABJRU5ErkJggg==","orcid":"","institution":"Akdeniz University","correspondingAuthor":true,"prefix":"","firstName":"Selçuk","middleName":"","lastName":"Görücü","suffix":""},{"id":392390834,"identity":"b2317aeb-5168-4a33-a890-1bee02aa4523","order_by":1,"name":"Gülengün Türk","email":"","orcid":"","institution":"Aydın Adnan Menderes University","correspondingAuthor":false,"prefix":"","firstName":"Gülengün","middleName":"","lastName":"Türk","suffix":""}],"badges":[],"createdAt":"2024-12-14 09:53:03","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5642754/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5642754/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-025-06920-6","type":"published","date":"2025-03-10T15:58:17+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":78689202,"identity":"5f0e6ef7-8273-4ada-a83e-6303f4bbcb71","added_by":"auto","created_at":"2025-03-17 16:12:20","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":781865,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5642754/v1/a8b2f897-8a1f-42e0-89f1-8f5b98730f8a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Relationship Between Medication Error Tendency and Mindfulness Levels of Nursing Students in Turkey: A Descriptive and Cross-Sectional Study","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eMedical errors can be seen not only in healthcare professionals but also in students who are candidates for healthcare professionals. The most common error among medical errors, medication administration error, is defined as \u0026ldquo;a preventable event that may cause harm to the patient or inappropriate use of a medication while the medication is under the control of a healthcare professional, patient or consumer\u0026rdquo; according to the US Coordinating Council for Medication Errors Reporting and Prevention (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). Therefore, since drug safety has become a major concern of international organizations and government agencies, the World Health Organization (WHO) has chosen \u0026ldquo;Medication Safety\u0026rdquo; as the theme of World Patient Safety Day 2022 with the slogan \u0026ldquo;Medicine Without Harm\u0026rdquo; (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Adverse events during hospitalization affect approximately one in ten patients, and a significant portion of these events are preventable. Medical errors, a key factor in patient safety, are estimated to be the third leading cause of death in the United States, accounting for more than 250,000 deaths annually (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSince drug administration is the last stage of the drug use process, the probability of errors at this stage being detected before reaching the patient is very low (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). Medication errors can lead to negative outcomes such as increased mortality, prolonged hospital stay and increased medical expenses. Medication error rates are high in developed and developing countries (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Although nurses participate in the steps of the drug administration process, they must always ensure that the previous steps are performed correctly and complete the drug administration safely (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Medication management is a nursing care activity where the competence of nurses is essential. Prevention of medication errors and safe medication administration management cover an important area among the daily routine duties of nurses (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). While all these situations require nurses to have high levels of conscious awareness, nursing students, who are the most important point of nursing education, should also be supported in this direction.\u003c/p\u003e \u003cp\u003eStudies conducted with student nurses have emphasized that medication errors for which students are responsible can cause serious harm to patients and that students may experience anxiety and fear in practice areas, which can increase the risk of making errors (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). In this regard, it is important for nursing students to receive good training on medical errors and patient safety during their education period. In the study conducted by \u0026Ouml;zt\u0026uuml;rk and colleagues with 1067 nursing students, it was determined that 28% of nursing students generally committed malpractice during clinical practice, and medical errors varied in rate, such as failure to comply with sterility and asepsis rules (32%), incorrect identification of the patient (19%) and administration of the wrong dose of medication (12%) (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). The lack of active, effective and standardized training in nursing undergraduate programs regarding medical errors opens the way for potential problems in terms of patient safety in the healthcare system (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). In the face of a heavy workload in healthcare delivery, nursing students are vulnerable to anxiety and depression. This leads to high attrition rates, which can lead to students losing their love of nursing, burnout, or instability among nurses (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). Therefore, in order to reduce the rate of medication errors made by nursing students after graduation or during internships while they are students, the awareness level of students regarding patient safety should be increased during nursing education. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eConscious awareness (mindfulness) is being present, being aware of our experiences in the moment, focusing on what is happening in the inner and outer world without judging it (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Although the origin of Mindfulness is based on the concept of \u0026ldquo;Awareness\u0026rdquo; in Buddhism and Eastern Philosophy, it is actually a kind of spiritual skill. Awareness is the final step of enlightenment and maturing the soul, and people have been using this technique for thousands of years (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). A concept analysis of mindfulness in nursing by White defined mindfulness as a \u0026ldquo;transformative process\u0026rdquo; in which a person develops an increasing ability to \u0026ldquo;experience being present\u0026rdquo; with \u0026ldquo;acceptance,\u0026rdquo; \u0026ldquo;attention,\u0026rdquo; and \u0026ldquo;awareness.\u0026rdquo; (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). In a study conducted to examine the effect of a mindfulness-based intervention on nursing students; It was found that mindfulness interventions significantly reduced the negative emotions of nursing students and helped them manage their stress and anxiety (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eChronic exposure to psychological stress resulting from an imbalance between occupational workload and an individual's ability to cope is known as \"burnout\" (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Based on this, practicing a profession that requires high attention, such as nursing, requires a complete state of mental well-being, and it is important to raise awareness in nursing education on this issue.\u003c/p\u003e \u003cp\u003eThere are a limited number of studies in the literature on the development of awareness and present-moment skills of senior nursing students (\u003cspan additionalcitationids=\"CR19 CR20\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). In the literature review, no study was found that examined the relationship between medication error tendencies and conscious awareness of senior nursing students. Therefore, this study was planned to examine the relationship between medication error tendencies and conscious awareness levels of senior nursing students.\u003c/p\u003e \u003cp\u003eResearch questions;\u003c/p\u003e \u003cp\u003e\u003col style=\"list-style-type:lower-alpha;\"\u003e\n \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the tendency of nursing students to make medication errors?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the level of mindfulness of nursing students?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIs there a relationship between the tendency of nursing students to make medication errors and their levels of mindfulness?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"2. Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Study Design\u003c/h2\u003e \u003cp\u003eThe study used a descriptive-cross-sectional study design because it was based on observational data on the competence of senior nursing students at the time of measurement. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist, guidelines for reporting observational studies, was used to validate the study design and methods and to increase the validity of the study findings (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Participants and Setting\u003c/h2\u003e \u003cp\u003eThe research was conducted with senior undergraduate students of the Nursing Department of the Faculty of Health Sciences at a state university located in the Western Antalya Region of T\u0026uuml;rkiye. The universe of research consisted of sixty-five students studying in the 2023\u0026ndash;2024 academic year. The sample of the research consists of volunteers who agreed to participate in the research. Sixty-two students who agreed to participate in the research voluntarily and attended the course during the data collection process were included in the research. Three of the students stated that they did not want to participate in the research. The sample selection method was not used in the research and an attempt was made to reach the entire universe. As a result, the research was conducted by reaching fifty-nine students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Implementation of Research\u003c/h2\u003e \u003cp\u003eIn order to reach the entire sample, the research data were collected in the main courses where nursing students participated the most. Before collecting the data, the researcher determined the main courses of the senior students and obtained permission from the instructor of the relevant course to collect data before starting the course. Before distributing the survey forms, the students were informed about the purpose of the study, the duration of the survey and the survey form, and the students who agreed to participate in the study were given a \u0026ldquo;Voluntary Informed Consent Form\u0026rdquo; and their written consent was obtained. Afterwards, the survey forms were distributed to the students who agreed to participate in the study and were taken back in the same environment. The survey forms were answered in an average of 15 minutes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4. Measurement\u003c/h2\u003e \u003cp\u003eThe survey form to be used in the study consists of three sections. The first section includes a personal information form that defines the target audience. The second section includes scales to measure the levels of medical error tendency of senior nursing students, and the third section includes scales to measure the Mindful Attention Awareness levels of senior nursing students.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003e2.4.1. Personal Information Form\u003c/h2\u003e \u003cp\u003eIt was prepared by the researcher using relevant literature. This form consists of five questions regarding the students' age, gender, perceived economic status, whether they received training on patient safety, and whether they encountered medication errors during their internships.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003e2.4.2. Malpractice Trend Scale (MTS)\u003c/h2\u003e \u003cp\u003eIt was developed by \u0026Ouml;zata and Altunkan in 2010 to measure nurses' tendency to make medical errors. The scale has 49 items and 5 sub-dimensions. It has 5 Likert-type categories. It is evaluated as 1: never, 2: very rarely, 3: occasionally, 4: usually, 5: always. The highest score that can be obtained from the scale is 245, and the lowest score is 49. The scale consists of five sub-dimensions: drug and transfusion practices (18 items), falls (5 items), hospital infections (12 items), communication (5 items), patient monitoring and material safety (9 items). The mean score is used in the evaluation of the scale. As the mean score increases, it shows that nurses' tendency to make medical errors is low, and as the mean score decreases, it shows that nurses' tendency to make medical errors is high. The Cronbach's alpha value of the scale was determined as 0.93 by \u0026Ouml;zata and Altunkan (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). In this study, only the first 18-item sub-dimension of the Malpractice Tendency Scale (MTS) titled medication and transfusion practices was used to determine the relationship between the mindfulness levels of senior nursing students and their tendency to medication errors.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003e2.4.3. Mindful Attention Awareness Scale (MAAS)\u003c/h2\u003e \u003cp\u003eThe data collection tool, Mindful Attention Awareness Scale (MAAS), addresses individual differences in the frequency of individuals' states of consciousness. The MAAS is a 15-item scale that measures the general tendency to be aware of and attentive to momentary experiences in daily life. On a six-point Likert-type scale (from \"almost always\" to \"almost never\"), respondents indicate how often they experience their experiences in an automatic manner without paying attention to the present moment. High scores on the scale indicate high levels of mindfulness. The MAAS has a single-factor structure and yields a single total score (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). The internal consistency coefficient of the scale is .82. The adaptation study of MAAS to Turkish was conducted by \u0026Ouml;zyeşil et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). The item factor loadings for each item of MAAS ranged from .48 to .81, and the Cronbach Alpha internal consistency coefficient of the scale was calculated as .80 and the test-retest correlation was calculated as .86. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.5. Ethical considerations\u003c/h2\u003e \u003cp\u003eThroughout this study, good scientific practices were followed in the search for honesty, transparency, accuracy and meticulousness in the research process (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). Institutional permission was obtained for research from the Clinical Research Ethics Committee of Akdeniz University (Decision No: CRECAU- 743 Date: 27.09.2023) and from the chief physician of the hospital where the research was conducted. The purpose of the study and the requirements of the study were explained to the senior nursing students participating in the study, and verbally informed consent was obtained in accordance with ethical principles. Since the answers should be given on a voluntary basis, it was explained that the students who would participate in the research were free to participate or not and that they were willing to participate in the study.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.6. Data analysis\u003c/h2\u003e \u003cp\u003eThe collected data was recorded and evaluated in a computer environment using the SPSS 25.0 statistical program. Frequency and percentage analyses were used to examine the descriptive characteristics of the students who agreed to participate in the study. Mean and standard deviation statistics were used to analyze the scales. Kurtosis and Skewness values ​​were examined to determine whether the determined variables showed a normal distribution. Tabachnick et al. (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e) calculated the skewness values ​​of the variables as +\u0026thinsp;1.5 to -1.5.; George and Mallery (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e), stated that between +\u0026thinsp;2.0 and \u0026minus;\u0026thinsp;2.0, it showed normal distribution. In this study, variables were found to show normal distribution. Parametric methods were used in the evaluation of the data. Independent groups t-test, one-way analysis of variance (Anova) and post hoc (Tukey, LSD) were used in the analysis of changes in scale scores according to the descriptive characteristics of the students. Pearson correlation analysis was used for the analysis of the relationship between the scales.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cp\u003eParticipants;\u003c/p\u003e \u003cp\u003e The participants of the study were fifty-nine senior students from the Department of Nursing at Kumluca Health Sciences Faculty of Akdeniz University. 57.6% of the respondents were female and 42.4% were male. The average age of the students participating in the study was 23.017\u0026thinsp;\u0026plusmn;\u0026thinsp;2.03 (min: 21, max: 31). The students' response to the perceived economic situation was 28.8% low, 64.4% medium and 6.8% good. 88.1% of the students participating in the study reported that they did not make any medical errors during their clinical practice, while 11.9% reported that they made medical errors.\u003c/p\u003e \u003cp\u003eMalpractice Tendencies and Mindfulness Levels of Senior Nursing Students;\u003c/p\u003e \u003cp\u003eIn this study, the total mean score of the students from the MTS scale \u0026ldquo;medication and transfusion practices\u0026rdquo; sub-dimension was found to be 79.91\u0026thinsp;\u0026plusmn;\u0026thinsp;1.25 (min\u0026thinsp;=\u0026thinsp;18, max\u0026thinsp;=\u0026thinsp;90) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). According to the MTS assessment, it was determined that the students had a low tendency to become drug addicts. There was no statistically significant difference (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) between the students\u0026rsquo; descriptive characteristics and the MTS scale mean scores (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eEvaluation of Students' Medication Error Tendency and Mindfulness Levels of Nursing Students According to Their Descriptive Characteristics (n\u0026thinsp;=\u0026thinsp;59)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003cp\u003eMETS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003cp\u003eMAAS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e23 years and under\u003c/p\u003e \u003cp\u003e24 years and over\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e46\u003c/p\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e79.43\u0026thinsp;\u0026plusmn;\u0026thinsp;10.10\u003c/p\u003e \u003cp\u003e81.61\u0026thinsp;\u0026plusmn;\u0026thinsp;7.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003et: \u0026minus;\u0026thinsp;.719\u003c/p\u003e \u003cp\u003ep: .475\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e63.82\u0026thinsp;\u0026plusmn;\u0026thinsp;11.46\u003c/p\u003e \u003cp\u003e59.92\u0026thinsp;\u0026plusmn;\u0026thinsp;16.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003et: .984\u003c/p\u003e \u003cp\u003ep: .329\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSex\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWoman Man\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.47\u0026thinsp;\u0026plusmn;\u0026thinsp;9.64\u003c/p\u003e \u003cp\u003e79.16\u0026thinsp;\u0026plusmn;\u0026thinsp;9.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003et: .514\u003c/p\u003e \u003cp\u003ep: .609\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e63.17\u0026thinsp;\u0026plusmn;\u0026thinsp;12.64\u003c/p\u003e \u003cp\u003e62.68\u0026thinsp;\u0026plusmn;\u0026thinsp;12.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003et: .148\u003c/p\u003e \u003cp\u003ep .883\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePerceived economic situation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003cp\u003eMedium\u003c/p\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003cp\u003e38\u003c/p\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e79.88\u0026thinsp;\u0026plusmn;\u0026thinsp;7.94\u003c/p\u003e \u003cp\u003e80.21\u0026thinsp;\u0026plusmn;\u0026thinsp;10.56\u003c/p\u003e \u003cp\u003e77.25\u0026thinsp;\u0026plusmn;\u0026thinsp;7.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF: .167\u003c/p\u003e \u003cp\u003ep: .847\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e61.29\u0026thinsp;\u0026plusmn;\u0026thinsp;11.79\u003c/p\u003e \u003cp\u003e62.57\u0026thinsp;\u0026plusmn;\u0026thinsp;12.84\u003c/p\u003e \u003cp\u003e73.75\u0026thinsp;\u0026plusmn;\u0026thinsp;11.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eF: 1.663\u003c/p\u003e \u003cp\u003ep: .199\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eStatus of receiving training on patient safety\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47\u003c/p\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.42\u0026thinsp;\u0026plusmn;\u0026thinsp;10.16\u003c/p\u003e \u003cp\u003e77.91\u0026thinsp;\u0026plusmn;\u0026thinsp;77.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003et: .805\u003c/p\u003e \u003cp\u003ep: .424\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e63.19\u0026thinsp;\u0026plusmn;\u0026thinsp;12.75\u003c/p\u003e \u003cp\u003e62.08\u0026thinsp;\u0026plusmn;\u0026thinsp;12.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003et: .269\u003c/p\u003e \u003cp\u003ep: .789\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eHave you ever made medication errors in the clinics you worked in during your training?\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e81.00\u0026thinsp;\u0026plusmn;\u0026thinsp;7.65\u003c/p\u003e \u003cp\u003e79.76\u0026thinsp;\u0026plusmn;\u0026thinsp;9.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003et: .316\u003c/p\u003e \u003cp\u003ep: .753\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e62.85\u0026thinsp;\u0026plusmn;\u0026thinsp;18.19\u003c/p\u003e \u003cp\u003e62.98\u0026thinsp;\u0026plusmn;\u0026thinsp;11.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003et: \u0026minus;\u0026thinsp;.024\u003c/p\u003e \u003cp\u003ep: .981\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cb\u003eMTS;\u003c/b\u003e Malpractice Trend Scale, \u003cb\u003eMAAS;\u003c/b\u003e Mindful Attention Awareness Scale, \u003cb\u003eSD\u003c/b\u003e; Standard deviation. \u003cb\u003eN;\u003c/b\u003e Sample size, \u003cb\u003ep\u003c/b\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0 ,05\u003cbr\u003eTable 1 shows the mean scores of the students in the MTS “medication and transfusion practices” sub-dimension and the mean scores they received from MAAS according to their descriptive characteristics. In the analyses, no statistically significant difference was found between the students’ Malpractice Trend and Conscious Awareness Levels according to their descriptive characteristics (p\u003e0 ,05).\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelation Between Students' Mindfulness Levels and Malpractice Trend Levels (n\u0026thinsp;=\u0026thinsp;59)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMTS\u003c/p\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003cp\u003e79.91\u0026thinsp;\u0026plusmn;\u0026thinsp;9.61\u003c/p\u003e \u003cp\u003e(Min/Max\u0026thinsp;=\u0026thinsp;18 / 90)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eMAAS\u003c/b\u003e\u003c/p\u003e \u003cp\u003eMean (SD)\u003c/p\u003e \u003cp\u003e\u003cb\u003e62.96\u0026thinsp;\u0026plusmn;\u0026thinsp;12.62\u003c/b\u003e\u003c/p\u003e \u003cp\u003e(Min/Max\u0026thinsp;=\u0026thinsp;15 / 90)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson Correlation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e. \u003cb\u003e194\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e. \u003cb\u003e141\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003e\u003cb\u003eMTS\u003c/b\u003e; Malpractice Trend Scale, \u003cb\u003eMAAS\u003c/b\u003e; Mindful Attention Awareness Scale, \u003cb\u003eSD\u003c/b\u003e; Standard deviation. \u003cb\u003eN\u003c/b\u003e: Sample size, *Correlation is significant at p\u0026thinsp;\u0026lt;\u0026thinsp;0.01 level.\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"3\"\u003eThe mean Mindfulness (MAAS) and Medical Error Tendency (MTS) scores of nursing students are given in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Pearson Correlation Analysis was used to determine the relationship between the MAAS and MTS levels of the students. Accordingly, there was a weakly positive (r\u0026thinsp;=\u0026thinsp;.194) and statistically insignificant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) relationship between the students' mindfulness levels and their malpractice trend levels.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn this study, the students' MAAS score average was found to be 62.96\u0026thinsp;\u0026plusmn;\u0026thinsp;1.64 (min\u0026thinsp;=\u0026thinsp;15, max\u0026thinsp;=\u0026thinsp;90) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe students had a medium-high level of conscious awareness. There was no statistically significant difference (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) between the students' descriptive characteristics and their MAAS score averages (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe relationship between malpractice trends and mindfulness levels of senior nursing students;\u003c/p\u003e \u003cp\u003ePearson Correlation Analysis was used to determine the relationship between the students' total MAAS and MTS scale scores. Accordingly, there was a weak, positive (r\u0026thinsp;=\u0026thinsp;.194) and statistically insignificant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) relationship between the students' mindfulness levels and medical error tendency levels (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThis study provides new evidence on the mindfulness levels and medical error tendencies of senior nursing students. The lack of research evidence on the mindfulness and medication error tendencies of senior nursing students contribute to the novelty value of this study. According to our study results, the total mean score of the Mindful Attention Awareness Scale (MAAS) of senior nursing students was found to be 62.96 ± 1.64 (min = 15, max = 90), which was above the median value. The total mean score of the Malpractice Trend Scale (MTS) was found to be 79.91 ± 1.25 (min = 18, max = 90), which was high, meaning that the intern students' tendency to make medical errors was low according to the scale evaluation (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilar to our study finding, In Karaveli's study, it was determined that nursing students' medical error tendencies were low according to the students' total MTS score averages (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). In the study by Durmaz et al., it was found that nursing students had a low tendency to make medical errors (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). Other research results in the literature also report that student nurses have a low tendency to make medical errors, and these findings also support our study (\u003cspan additionalcitationids=\"CR30 CR31 CR32\" citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e–\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). However, in the literature, the tendency of student nurses to make medical errors was found to be high in the studies of Akgün Şahin, Özkan and Ersun (\u003cspan additionalcitationids=\"CR35\" citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e–\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). Our study results do not fully parallel the literature. The reason for these differences may be that the studies were conducted in different institutions and groups.\u003c/p\u003e \u003cp\u003eIn our study, there was no statistically significant difference between the age groups of the students and the total mean score of the MTS “medication and transfusion practices” sub-dimension, however, in the study by Demir et al., a statistically significant difference was found between the mean scores of the “medication and transfusion practices” sub-dimension of the scale according to age groups (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). In our study, it was determined that there were no statistically significant differences in terms of MTS total averages according to the gender of the students. Our study finding was similar to the study finding of Güneş and Karakaş (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e). Contrary to our study, Turk et al. (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e) and Durmuş et al. (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e) reported that the difference between the gender of student nurses and the MTS total score averages was statistically significant, and the score averages of female students were higher than male students. It is thought that the differences in literature are due to participant characteristics and educational differences.\u003c/p\u003e \u003cp\u003eIn our study, no significant difference was found between the students' taking a course on patient safety and their tendency to commit medical errors. Similar to our study findings, there were studies in the literature that concluded that taking a course on patient safety did not change the attitude towards medical errors (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). The results are similar because the research population is university students.\u003c/p\u003e \u003cp\u003eAnother finding of our study, the students' mindfulness levels (MAAS) total score average was found to be 62.96 ± 1.64 (min = 15, max = 90) and this value was above the median value. When the studies conducted with nursing students were examined; in Azak's study, the MAAS score average of nursing students was determined as 60.14 ± 11.43 (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). In Yaman's study, the MAAS score average of student nurses was found to be 53.03 ± 12.59 (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e). In the study conducted by Erkin et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e) 60.51 ± 11.35; It is reported as 62.87 ± 14.13 in the study conducted by He et al. (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e). In these studies, and in our study, the students' mindfulness level was slightly above average, and it can be said that our study findings are similar to the literature.\u003c/p\u003e \u003cp\u003eIn our study, no significant differences were found in terms of students' conscious awareness level and their age, gender and perceived income level; similarly, in Azak's study, no significant difference was found in terms of age and gender, but in Azak's study, a significant difference was found in terms of conscious awareness level and perceived income level (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). Socioeconomic conditions, place of residence, and stressors caused by cultural characteristics may have affected our study findings.\u003c/p\u003e \u003cp\u003eIn our study, there was a weak positive and statistically insignificant relationship between students' mindfulness levels and their medical error tendency levels (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Tarhan's study reported that a short mindfulness-based stress reduction program positively strengthened nursing students' awareness of medical errors and risks (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e). This study finding is similar to our study finding in that it reveals the relationship between students' mindfulness and medical error tendency levels.\u003c/p\u003e \u003cp\u003e \u003cb\u003eLimitations of the Study\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis study has some limitations. First, the sample size was moderate, which may increase response bias and limit the generalizability of the results. This study was limited to senior students at a university; the results can only be generalized to this group. Second, this study used a cross-sectional research design and therefore causal relationships could not be examined; the conscious awareness of the participants at the time they filled out the questionnaire was addressed. However, this study may contribute to the prevention of medical errors by strengthening the conscious awareness levels of senior nursing students.\u003c/p\u003e "},{"header":"5 Conclusions","content":"\u003cp\u003eIn our study examining the relationship between the Mindfulness levels and the Tendency to Make Medication Errors of senior nursing students, it was determined that the students' conscious awareness level was above the median value and their tendency to make medication errors was low. However, it was concluded that as the students' mindfulness levels increased, their tendency to make medication errors decreased, but this result was not significant. This result is limited to this sample group. Studies are needed with a larger sample size to examine the relationship between students' medication error tendencies and their mindfulness levels.\u003c/p\u003e\u003cp\u003eThis study is important in terms of revealing the relationship between student nurses' conscious awareness and their tendency to make medication errors. In general, the fact that students' tendency to make medication errors is low in our study may indicate that there is a patient safety culture. In order to maintain a safe patient culture and to ensure that students' conscious awareness levels continue to be strong, their participation in awareness training should be supported. In order to increase students' patient safety awareness, cooperation between nursing faculties and hospitals should be strengthened. We recommend that nursing educators apply patient safety training in both theoretical and practical teaching and use contemporary educational methods, especially simulation-based training, to reduce the incidence of adverse events.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003e\u003cb\u003eCRECAU\u003c/b\u003e\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eClinical Research Ethics Committee of Akdeniz University\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003e\u003cb\u003eMTS\u003c/b\u003e\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eMalpractice Trend Scale\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003e\u003cb\u003eMAAS\u003c/b\u003e\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eMindful Attention Awareness Scale\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003e\u003cb\u003eSTROBE\u003c/b\u003e\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eThe Strengthening of the Reporting of Observational Studies in Epidemiology\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003e\u003cb\u003eSPSS\u003c/b\u003e\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eStatistical Package for Social Science\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003e\u003cb\u003eWHO\u003c/b\u003e\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eWorld Health Organization\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eEthics declarations\u003c/h2\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInstitutional permission was obtained for research from the Clinical Research Ethics Committee of Akdeniz University (Decision No: CRECAU- 743 Date: 27.09.2023) and from the chief physician of the hospital where the research was conducted. The purpose of the study and the requirements of the study were explained to the senior nursing students participating in the study, and verbally informed consent was obtained in accordance with ethical principles.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration of Conflicting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data used in this study are available from corresponding author ([email protected]) upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSG and GT: Conceptualization, Methodology, Software.\u0026nbsp;GT: Data curation, Writing- Original draft preparation.\u0026nbsp;SG: Visualization, Investigation.\u0026nbsp;GT:\u0026nbsp;Supervision, Software, Validation.:\u0026nbsp;SG:\u0026nbsp;Writing- Reviewing and Editing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe would like to thank the Nursing students of Akdeniz University Kumluca Faculty of Health Sciences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdditional information\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eShaikh SK, Cohen SP. 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Nurse Educ Pract. 2023;70:103655.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"nursing students, malpractice, mindfulness, cross-sectional study, nursing education","lastPublishedDoi":"10.21203/rs.3.rs-5642754/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5642754/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eGiven the nature of the health profession, medical errors are considered a common problem. Nursing students are inevitably likely to make medical errors due to the lack of adequate and safe learning environments during their clinical practice.\u003c/p\u003e\u003ch2\u003eAim\u003c/h2\u003e \u003cp\u003eWe aimed to investigate the relationship between the tendency to make medical errors and the level of mindfulness of senior nursing students.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eData were collected using the Malpractice Trend Scale (MTS) and the Mindful Attention Awareness Scale (MAAS). This study was reported following STROBE.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe students' MAAS total score mean was 62.96\u0026thinsp;\u0026plusmn;\u0026thinsp;1.64. The MTS total score mean was 79.91\u0026thinsp;\u0026plusmn;\u0026thinsp;1.25. According to Pearson correlation analysis, there was a weak, positive (r\u0026thinsp;=\u0026thinsp;.194) and statistically insignificant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) relationship between the total scores of MTS and MAAS.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eIt was concluded that as the students' mindfulness levels increase, their tendency to make medication errors decreases, but this result is not statistically significant.\u003c/p\u003e","manuscriptTitle":"The Relationship Between Medication Error Tendency and Mindfulness Levels of Nursing Students in Turkey: A Descriptive and Cross-Sectional Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-12-20 17:31:47","doi":"10.21203/rs.3.rs-5642754/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-12-19T13:11:46+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-12-18T13:32:41+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-12-18T13:30:13+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-12-14T09:37:51+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a9b14c72-53e5-4e58-95e9-bf3e8b69d548","owner":[],"postedDate":"December 20th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-03-17T16:07:49+00:00","versionOfRecord":{"articleIdentity":"rs-5642754","link":"https://doi.org/10.1186/s12909-025-06920-6","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-03-10 15:58:17","publishedOnDateReadable":"March 10th, 2025"},"versionCreatedAt":"2024-12-20 17:31:47","video":"","vorDoi":"10.1186/s12909-025-06920-6","vorDoiUrl":"https://doi.org/10.1186/s12909-025-06920-6","workflowStages":[]},"version":"v1","identity":"rs-5642754","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5642754","identity":"rs-5642754","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}