Effects of patient safety education programs on nursing students' knowledge, attitude, and competency with patient safety: A systematic review, meta-analysis, and meta-regression

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Nurse Education Today Pub Date : 2025-03-10 DOI:10.1016/j.nedt.2025.106675

Ha-Young Park , Insun Yeom

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Abstract

Aims

Patient safety is a global concern, and nurses, as the largest group of healthcare professionals, play a critical role in ensuring patient safety. This study aimed to systematically review and analyze the effects of patient safety education programs on nursing students' knowledge, attitudes, and competencies by synthesizing existing research and identifying key factors contributing to program effectiveness.

Design

Systematic review and meta-analysis.

Data sources

Ovid-EMBASE, MEDLINE, CINAHL, and PubMed were selected for their comprehensive coverage of healthcare and nursing literature. Articles published between January 2000 and July 2024 were included, as the year 2000 marked the beginning of global efforts to prioritize patient safety in healthcare systems.

Review methods

This systematic review and meta-analysis followed PRISMA guidelines. A comprehensive search of Ovid-EMBASE, MEDLINE, CINAHL, and PubMed (2000–2024) identified interventional studies on patient safety education for nursing students. Eligible studies underwent quality appraisal using the weight of evidence framework.

Results

The meta-analysis showed significant improvements in nursing students' knowledge (Z = 5.315, p < .001), attitudes (Z = 2.727, p = .006), and competencies (Z = 4.870, p < .001). Effect sizes ranged from medium to very large (g = 0.684–2.461). Meta-regression analysis indicated that participants' grades (β = −3.29, p < .001) influenced attitudes, while both grades (β = −2.04, p = .007) and education methods (β = 0.85, p = .042) affected competency.

Conclusion

Patient safety education programs significantly enhance nursing students' knowledge, attitudes, and competencies. Structured, long-term education and interactive methods, such as simulation and virtual reality, enhance competency development. Integrating these approaches into nursing curricula can help bridge the gap between theory and practice, ultimately improving patient safety.

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患者安全教育计划对护生患者安全知识、态度和能力的影响：系统回顾、meta分析和meta回归

患者安全是全球关注的问题，护士作为最大的医疗保健专业人员群体，在确保患者安全方面发挥着关键作用。本研究旨在综合现有研究，找出影响护生知识、态度和能力的关键因素，系统回顾和分析患者安全教育计划对护生知识、态度和能力的影响。设计系统回顾和荟萃分析。数据来源：ovid - embase、MEDLINE、CINAHL和PubMed因其全面覆盖医疗保健和护理文献而被选中。2000年1月至2024年7月期间发表的文章被包括在内，因为2000年标志着全球努力在医疗保健系统中优先考虑患者安全的开始。本系统综述和荟萃分析遵循PRISMA指南。通过对Ovid-EMBASE、MEDLINE、CINAHL和PubMed（2000-2024）的综合检索，确定了护理学生患者安全教育的介入性研究。采用证据权重框架对符合条件的研究进行质量评价。结果meta分析显示，护生知识水平显著提高(Z = 5.315, p <；措施),态度(Z = 2.727, p = .006)和能力(Z = 4.870, p & lt;措施)。效应量从中等到非常大（g = 0.684-2.461）。meta回归分析显示，参与者的成绩(β = - 3.29, p <；.001)影响态度，而年级（β = - 2.04, p = .007）和教育方法（β = 0.85, p = .042）影响能力。结论患者安全教育能显著提高护生的知识、态度和能力。结构化的、长期的教育和互动的方法，如模拟和虚拟现实，促进了能力的发展。将这些方法纳入护理课程有助于弥合理论与实践之间的差距，最终提高患者安全。

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.