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Carolina Carvajal Villalba

Colombia

Abstract : Upstream intervention for healthcare quality: Re-engineering nursing
curricula to address global disparities in patient safety.

Introduction: The public health imperative
Although patient safety is widely recognised as a fundamental aspect of the quality of healthcare,
preventable medical errors remain a leading cause of illness and death worldwide. Nurses form the
largest part of the global healthcare workforce and act as the primary defence against systemic
error. However, a critical “upstream” factor in hospital safety is often overlooked: the level of
education of the workforce. Current literature suggests an apparent paradox whereby undergraduate
nursing education treats patient safety as an implicit, fragmented or ancillary topic rather than a
core scientific competence. This study argues that failing to systematise safety education
perpetuates vulnerability in clinical systems and is not just a pedagogical issue, but also a public
health crisis.
Methodological approach
In order to map the global landscape of patient safety education (PSE) and identify scalable
solutions, we conducted a comprehensive integrative review and bibliometric analysis of peer
reviewed literature published between 2015 and 2024. Using the PRISMA 2020 guidelines, we
screened 6,889 records from four major databases: Scopus, PubMed, Web of Science and Springer
Link. Following a rigorous quality appraisal using the Johns Hopkins Nursing Evidence-Based
Practice (JHNEBP) model and the Mixed Methods Appraisal Tool (MMAT), we synthesised 20
high-impact empirical studies. Our analysis focused on competency acquisition, pedagogical
efficacy, and the geopolitical distribution of educational resources.
Results: Systemic failures and pedagogical successes
The Failure of “Osmosis”: The integrative review found that “implicit” curricula, in which students
are expected to learn safety procedures by observing clinical environments, are statistically
ineffective. Studies have shown that students often lack awareness of essential safety concepts (e.g.
error reporting and systems thinking) when learning is unstructured. Conversely, explicit
competency frameworks transform abstract principles such as 'vigilance' into measurable,
observable behaviours.
Efficacy of immersive learning: Active, constructivist learning strategies, specifically high-fidelity
simulation (HFS), have been shown to produce better results than traditional didactic methods. The
synthesis revealed substantial effect sizes (Cohen’s d > 0.8) for simulation-based training. Notably,
one longitudinal study documented a 40% reduction in medication errors among graduates who
utilised simulation. These methods succeed by creating 'episodic memories' — emotionally salient
experiences that link theoretical knowledge to psychomotor skills.
The Faculty capability gap: A major systemic barrier identified was the lack of faculty
preparedness. In 57% of the analysed studies, the main obstacle to safety education was not student
aptitude, but rather a lack of training in safety science among educators. This highlights the urgent
organisational need for mandatory faculty development: we cannot expect educators to teach
competencies they do not possess.
The "Pedagogical Paradox" (Global Health Equity): For public health policymakers, the most
critical finding is perhaps the geographic disparity in research and resources. The majority of
evidence-based models originate in high-income countries. This creates a paradox whereby regions
bearing the heaviest burden of preventable harm lack the resources for the 'gold standard' (high
fidelity simulation). It is ethically negligent to promote expensive technology as the only solution
in low-resource settings.
Discussion
The spiral curriculum & context-adaptive strategies
In order to bridge the gap between educational theory and patient outcomes, we propose shifting
to a competency-based spiral curriculum. This framework replaces the 'one-off' workshop model
with vertical integration, whereby safety science is introduced in the first year and revisited in
greater depth throughout the degree.
Furthermore, to address global inequities, the study advocates Context-Adaptive Pedagogical
Strategies. In settings with limited resources, there is evidence to support the effectiveness of low
fidelity simulations, peer-led micro-simulations and mobile-based learning tools. These
interventions prioritise pedagogical integrity over technological sophistication, ensuring that
effective safety training is accessible regardless of a nation's GDP.
Conclusion and policy recommendations
The evidence evaluated here demonstrates that patient safety cannot remain a peripheral or episodic
element of undergraduate nursing education. Fragmented, passive instruction fails to produce the
integrated knowledge, psychomotor skills, and safety-centred attitudes required by contemporary
clinical practice.
Immersive, longitudinal pedagogical approaches, particularly simulation coupled with mentored
clinical practice, interprofessional engagement and quality improvement projects, consistently
produce superior translation of learning into safer clinical behaviour. However, their impact is
constrained unless matched by deliberate, system-level support. To close this implementation gap,
educational institutions and accreditation bodies must recognise patient safety as a core
competency relevant to licensure and incorporate it into a competency-based spiral curriculum.
Licensure standards should therefore mandate explicit patient safety competencies rather than
deferring them to optional coursework. Similarly, governments, universities and funders must
invest in formal faculty certification and ongoing professional development in safety science and
allocate the necessary infrastructure and staffing resources to sustain high-impact pedagogies.
To make high-quality training equitable and scalable, programmes should adopt context
appropriate simulation technologies and low-resource pedagogical innovations, such as peer-led
micro-simulations and mobile learning. This will make treating education as a high-stakes,
upstream intervention feasible across diverse settings. Only by aligning accreditation, institutional
investment and context-sensitive delivery can we cultivate a nursing workforce that is technically
adept, ethically accountable and cognitively prepared to protect patients in complex clinical
environments.

Norrima Mokhtar

Malaysia