Many patients require administering one or more blood components during hospitalisation in the Intensive Care Unit (ICU). Therefore, nurses’ knowledge of who is responsible for immediately administering blood transfusions, monitoring patients, and identifying and managing transfusion reactions is crucial. This cross-sectional descriptive-analytical study aimed to assess the knowledge of ICU nurses in tertiary healthcare institutions about blood transfusion procedures. The questionnaire about the transfusion procedure was designed and reviewed by experts. The questionnaire consisted of 29 items divided into three domains. The scores on the knowledge test ranged from 10 to 27. Generally, 57.7% of nurses had moderate, 23.4% low, and 18.9% high levels of knowledge about the transfusion procedure. Most nurses answered correctly about refreezing fresh frozen plasma, verifying the transfusion product, and identifying the patient. Of the nurses, 91.0% would recognise mild allergic reactions, and 98.2% knew about the supervision of sedated patients. Nurses showed poor knowledge of the length of usage of the same transfusion system for red blood cells, labelling, and transfusion administration in febrile patients. Nurses with higher education and longer working experience had significantly better outcomes (p = 0.000) on the knowledge test. Continuous education of ICU nurses on safe transfusion usage is recommended.

Educational escape rooms (EERs) are gamified teaching and learning tools increasingly used in nursing education. This study aims to compare undergraduate nursing students' gameful experiences (GEs) across three EER models: face-to-face, hybrid, and online. A cross-sectional study was conducted with 136 first-year students in a Serbian undergraduate nursing programme. All models EERs had the same narrative, which included several topics from the Fundamentals of Nursing course. Face-to-face and hybrid EERs were implemented in faculty skills laboratories, while the online model used the Zoom® platform. Face-to-face EERs were conducted in 2021/2022. and hybrid and online in the 2022/2023 school year. Immediately after the EER activity, the Gameful Experience Scale (GAMEX) assessed students' GE across six dimensions (Enjoyment, Absorption, Creative Thinking, Activation, Absence of Negative Effects and Dominance). All students solved the puzzles in the allotted time and 'escaped from the room.' Median escape time from face-to-face EER was 39.2 (IQR = 2.1), from online 37.4 (IQR = 4.1), and hybrid 37.2 (IQR = 3.5) minutes. By comparing GE students in three EER models, significant differences were found in five dimensions of the GAMEX scale. Students in face-to-face EER enjoyed significantly more (p < 0.001) and thought more creatively (p < 0.001), while the GE of online model students indicated significantly higher levels of activation (p < 0.001), dominance (p < 0.001), and negative effect (p < 0.001). In the face-to-face and hybrid models, students' GE were more moderate in these dimensions. All EER models can generate positive emotions with moderate negative effects, aligning with the goals of EERs as educational games. Further research is needed to identify the most effective EER model for different areas of nursing education.

Introduction. The advancement of patient safety culture within a health institution is the basic component of reduction of errors and the improvement of the general quality of healthcare. The aim of this study was to assess the patient safety culture by means of Hospital Survey on Patient Safety Culture in the Serbian setting. Material and Methods. The survey was conducted in five health institutions in the form of cross section study, which included 1,435 health care workers. Results. Nine dimensions have been selected out of 37 items by explorative factor analysis. The total percentage of positive response was 51%. The highest (70%) and the lowest (33%) percentage of positive responses were obtained in the dimensions “Overall perceptions of safety” and “Nonpunitive response to errors”, respectively. More than half of the respondents assessed the patient safety as excellent/very good. In the last 12 months, more than half of the respondents have not reported an adverse event. Conclusions. The survey results indicate that changes are necessary in all domains of patient safety culture. Healthcare policy makers have to take responsibility for the implementation of safety culture in every health institution. Patient safety culture can be observed and advanced by full commitment of all those involved in the health care system, understanding both the causes of adverse events and errors, as well as by applying efficient methods to reduce them to the minimum.

The aim of this review is to analyze, based on relevant scientific sources, the problems faced by blind and partially sighted people in health care, as well as to identify opportunities for solutions to these challenges. Blindness and visual impairment are serious health conditions that can significantly affect an individual's quality of life. These individuals often face numerous challenges when accessing health care. Accessibility of the physical environment, communication with healthcare professionals, access to information, and use of medical devices are some of the key issues. Improving access to health care can be realized through the application of technological solutions, education of health workers, provision of accessible communication and information, and the inclusion of blind and partially sighted people in health care planning.