Patient Safety Incidents of Student Nurses in Clinical Placement: A Convergent Parallel Study

Introduction: Upholding patient safety remains a significant challenge for student nurses during clinical placements. Patient safety incidents (PSIs) result from lapses in safe care, causing actual or potential harm. While explored in literature, there is a gap in examining PSIs from a multifactorial, local perspective, especially regarding their emotional and psychological effects and impact on student nurses’ professional growth and reporting behaviors. Aim: It aimed to comprehensively understand the nature and contributing factors of PSIs, reporting behaviors, and the lived experiences of student nurses through a mixed-method approach. Methods: A convergent parallel mixed-methods design was employed among Levels II, III, and IV student nurses who committed PSIs in five nursing schools in Baguio City. Using purposive sampling, 386 respondents were surveyed in the quantitative phase using self-made tool, while 13 participated in semi-structured interviews. Quantitative data were analyzed using frequency and percentage, while qualitative data underwent thematic analysis. Triangulation followed Onwuegbuzie and Teddlie’s (2003) process. Results: Most PSIs were near misses involving medication errors. Contributing factors included personal, interpersonal, and social challenges. Honesty drives reporting but is hindered by fear and punitive culture. Emotional distress affects well-being yet support fostered resilience. PSIs helped develop accountability and clinical maturity. Five themes emerged: multifactorial nature of PSIs, emotional distress affecting performance and well-being, accountability and clinical maturity, interpersonal relationships as buffers, and reporting challenges. Conclusion: PSIs are multifaceted, shaped by personal, interpersonal, and social factors. While ethical drive and emotions encourage reporting, fear and punitive environments hinder it. Improving patient safety requires technical training and emotional resilience, supported by clinical companionship and institutional reforms that promote a culture of learning. Ultimately, PSIs reflect broader realities of the clinical training environment, its emotional and psychological effects on student nurses, and its influence on clinical maturity and holistic development of future professionals.