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Evaluating the outcomes of patient safety education programs in nursing education: a scoping review
Jeonghyun Kim1, Miji Lee2, Eunmin Hong3,4
1College of Nursing, Catholic University of Pusan, Busan, Republic of Korea.
Purpose:
This study aimed to identify the trends in scholarly research related to patient safety education programs and outcome evaluations in the field of nursing education, focusing on providing a comprehensive overview of the current state of patient safety education and suggesting directions for future program development and evaluation.
Methods:
We conducted a scoping review using Arksey and O'Malley's 5-step framework and searched five databases; Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), PubMed, Science Direct, and Research Information Sharing Service (RISS) for Korean literature.
Results:
Of the 1626 articles retrieved, we identified 27 articles published between 2006 and 2023. The articles' educational content focused on comprehensive patient safety education using instructional methods such as lectures, discussions, simulations, and online education. The effectiveness of the programs was evaluated primarily via knowledge, skills, and attitudes toward patient safety, and behavioral and results-related outcomes were rarely evaluated at Kirkpatrick's evaluation., The most commonly used tools were the Health Professional Education in Patient Safety Survey and the questionnaire developed by the World Health Organization Patient Safety Program. The evaluation was conducted using quantitative and qualitative methods, but follow-up tests were rarely conducted.
Conclusion:
Our review findings suggest that patient safety education programs for nursing students and clinical nurses should apply diverse teaching methods and comprehensive evaluation strategies to enhance their overall effectiveness and ensure the practical application of safety practices. It is essential to diversify program evaluation metrics, such as experiential learning and interprofessional education, by expanding performance indicators at both learner and institutional levels for long-term repeated assessments.
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