DISCUSSION
Integrating Patient Safety Education in the Undergraduate Nursing Curriculum: A Discussion Paper
Mansour J Mansour1, *, Shadi F Al Shadafan1, Firas T Abu-Sneineh1, Mohammed M AlAmer2
Article Information
Identifiers and Pagination:
Year: 2018Volume: 12
First Page: 125
Last Page: 132
Publisher ID: TONURSJ-12-125
DOI: 10.2174/1874434601812010125
Article History:
Received Date: 02/4/2018Revision Received Date: 30/05/2018
Acceptance Date: 05/06/2018
Electronic publication date: 29/6/2018
Collection year: 2018
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background:
This paper explores the opportunities and challenges for integrating patient safety education in undergraduate nursing curriculum.
Methods:
Four dimensions of undergraduate nursing education are examined: National accreditation of nursing programs, building a competency-based nursing education, a model of nursing education and building faculty capacity in patient safety education and research.
Results:
Incorporating patient safety in a nursing curriculum can be “institutionalized” by making it a pre-requisite for granting program accreditation. At the operational level, transforming undergraduate nursing education to incorporate inquiry-based learning and moving toward competency-based patient safety education are two key requirements for engaging the students with patient safety science. Building faculty capacity who are experts in both patient safety teaching and research remains a key challenge that needs to be addressed to enable a shift in the patient safety “mindset” for future nursing workforce.
Conclusion:
Efforts to introduce patient safety in nursing education are both necessary and timely, and should accommodate students’ unique needs and cultural context.
