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Effectiveness of Educational Interventions to Develop Patient Safety Competencies in Undergraduate Nursing Students:
Helena De Rezende1, Alexandre Souza Morais, Aline Mirema Ferreira Vitorio
1Author Affiliations: Department of Nursing Sciences (Dr De Rezende), Bournemouth University, Bournemouth, UK; Health and Nursing Management Research Group (Drs Morais and Nicole), UFES, Federal University of Espírito Santo, São Mateus, Espírito Santo, Brazil; Seção de Auditoria em Goiás, Ministério da Saúde, Auditoria Geral do Sistema Único de Saúde (Ms Vitorio), Goiás, Goiánia, Brazil; Nursing School (Drs Quadrado, Dr Lourenção, and Modesto), Quality and Safety in Nursing and Health Services Research Group, USP, University of São Paulo, São Paulo, São Paulo State, Brazil; Quality and Safety in Nursing and Health Services Research Group (Dr Garzin), Centro Universitario São Camilo, São Paulo, São Paulo State, Brazil; and Nursing School (Dr Martins), The Brazilian Centre for Evidence-based Healthcare: A JBI Centre of Excellence, Quality and Safety in Nursing and Health Services Research Group USP, University of São Paulo, São Paulo, São Paulo State, Brazil.
Background:
Nursing professionals are key to providing safe care that improves patient outcomes. Hence, it is essential to focus on developing nurses' patient safety competencies and principles.
Purpose:
This review examined the effectiveness of educational interventions in developing patient safety knowledge, skills, behaviors, and attitudes in undergraduate nursing students.
Methods:
The search strategy aimed to identify published and unpublished studies in databases and grey literature. Studies were assessed using the Joanna Briggs Institute critical appraisal tools.
Results:
A total of 36 studies met the inclusion criteria. The teaching methods employed single or combined interventions and the educational interventions suggested either improvements in outcomes or no impact.
Conclusion:
The effectiveness of educational interventions to develop patient safety competencies in undergraduate nursing students, either as a single or combined strategy, was mixed. Further research is needed to provide more robust evidence on which teaching method for patient safety is most effective.
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