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Objective <p>This study aimed to map and analyze the existing literature on the development of patient safety knowledge in undergraduate nursing education, with a focus on the implementation modalities, effectiveness, and evaluation instruments of patient safety education programs, and to describe the challenges encountered when delivering patient safety education to undergraduate nursing students.</p> Methods <p>This scoping review followed Arksey and O’Malley’s 5-step framework and adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) reporting guideline. A comprehensive search was conducted across multiple Chinese and English databases, including CNKI, Wanfang, PubMed, CINAHL (Cumulative Index to Nursing and Allied Health Literature), Web of Science, Scopus, Cochrane Library, and Embase. This review imposed no language restrictions on published publications, with the search period spanning from the inception of each database to 2024. Study selection and data extraction were conducted independently by two reviewers. Data were synthesized narratively; quantitative data were summarized using descriptive statistics, and qualitative data were subjected to narrative synthesis.</p> Results <p>Of 2,622 retrieved records, 19 studies published between 2009 and 2024 met inclusion criteria. Thirteen studies (76%) originated from Asia. Study designs were predominantly quasi‑experimental (≈ 70%), with four randomised controlled trials (≈ 23%), two mixed‑methods studies, and one qualitative study; sample sizes ranged from 21 to 181. Interventions varied in content and duration and commonly comprised lectures, group discussions, case analysis, and scenario‑based simulation; several programmes referenced WHO or QSEN frameworks. Outcomes chiefly addressed students’ knowledge, skills, and attitudes; behavioural and outcome‑level measures were infrequently reported. Frequently used instruments included the H‑PEPSS and WHO‑derived questionnaires. Reported implementation challenges included short intervention duration, small sample sizes, single‑site designs, limited faculty training, reliance on self‑report measures, and lack of long‑term follow‑up.</p> Conclusions <p>Patient safety curricula for undergraduate nursing students should be standardized across the entire nursing program, delivered through a diverse array of educational modalities, and evaluated using multi-faceted assessment instruments to achieve effective learning and ensure translation into safe practice. Ultimately, fostering a safety culture through robust patient safety education can make a significant contribution to advancements in nursing education and patient safety, benefiting both healthcare providers and recipients.</p> Clinical trial number <p>Not applicable.</p>

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Implementation and challenges of patient safety education for undergraduate nursing students: a scoping review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月11日

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  • Xin Lu,
  • Qingyi Xue,
  • Xin Zhang,
  • Cong Chen,
  • Chunmei Zhang

摘要

Objective

This study aimed to map and analyze the existing literature on the development of patient safety knowledge in undergraduate nursing education, with a focus on the implementation modalities, effectiveness, and evaluation instruments of patient safety education programs, and to describe the challenges encountered when delivering patient safety education to undergraduate nursing students.

Methods

This scoping review followed Arksey and O’Malley’s 5-step framework and adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) reporting guideline. A comprehensive search was conducted across multiple Chinese and English databases, including CNKI, Wanfang, PubMed, CINAHL (Cumulative Index to Nursing and Allied Health Literature), Web of Science, Scopus, Cochrane Library, and Embase. This review imposed no language restrictions on published publications, with the search period spanning from the inception of each database to 2024. Study selection and data extraction were conducted independently by two reviewers. Data were synthesized narratively; quantitative data were summarized using descriptive statistics, and qualitative data were subjected to narrative synthesis.

Results

Of 2,622 retrieved records, 19 studies published between 2009 and 2024 met inclusion criteria. Thirteen studies (76%) originated from Asia. Study designs were predominantly quasi‑experimental (≈ 70%), with four randomised controlled trials (≈ 23%), two mixed‑methods studies, and one qualitative study; sample sizes ranged from 21 to 181. Interventions varied in content and duration and commonly comprised lectures, group discussions, case analysis, and scenario‑based simulation; several programmes referenced WHO or QSEN frameworks. Outcomes chiefly addressed students’ knowledge, skills, and attitudes; behavioural and outcome‑level measures were infrequently reported. Frequently used instruments included the H‑PEPSS and WHO‑derived questionnaires. Reported implementation challenges included short intervention duration, small sample sizes, single‑site designs, limited faculty training, reliance on self‑report measures, and lack of long‑term follow‑up.

Conclusions

Patient safety curricula for undergraduate nursing students should be standardized across the entire nursing program, delivered through a diverse array of educational modalities, and evaluated using multi-faceted assessment instruments to achieve effective learning and ensure translation into safe practice. Ultimately, fostering a safety culture through robust patient safety education can make a significant contribution to advancements in nursing education and patient safety, benefiting both healthcare providers and recipients.

Clinical trial number

Not applicable.