Effects of Active, Student-Centered Teaching Strategies on Nursing Students’ Knowledge, Skills, Attitudes, and Comfort Related to Patient Safety

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Driven by the Institute of Medicine’s call for transformation in health care professionals’ education,1 the Quality and Safety Education for Nurses (QSEN) Institute led efforts to develop 6 competencies identifying the knowledge, skills, and attitudes needed for graduate nurses to provide safe, quality care.2 To promote the transfer of learning into clinical practice, competencies related to patient safety should be incorporated early in nursing curricula using active teaching strategies that promote student engagement.3
There is a lack of empirical studies exploring the impact of the QSEN safety competency on prelicensure nursing students’ outcomes. Only 1 study has explored knowledge and comfort related to patient safety among nursing students who received didactic and clinical integration of QSEN safety tools during a first-semester fundamentals course.4 Results from studies regarding student perceptions of preparedness related to patient safety vary.5,6 The purpose of this study was to determine the effect of active, student-centered teaching strategies on baccalaureate nursing students’ knowledge, skills, perceptions, and comfort related to patient safety.

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