Gap analysis: Patient Safety Curriculum for undergraduate nursing students against WHO guidelines at bachelor’s degree

Gap analysis: Patient Safety Curriculum for undergraduate nursing students against WHO guidelines at bachelor’s degree | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Gap analysis: Patient Safety Curriculum for undergraduate nursing students against WHO guidelines at bachelor’s degree Noha Mohamed Rashed, Wafaa Abdelazeem Elhosany Dawood, Kawther Abdel Ghafar Ali This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6645967/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Integrating patient safety into nursing curricula is essential to ensure that students are equipped with the skills needed to safely deliver clinical practice. This study aimed to assess the extent to which the undergraduate nursing curriculum was aligned with World Health Organization (WHO) patient safety guidelines. Methods Descriptive Comparative research design. This cross-sectional study was conducted at a Nursing College of a private university in Egypt. The protagonists in this story are the 48 faculty members teaching second—to fourth-year nursing students. Data were collected using the WHO Patient Safety Curriculum Guide and a faculty questionnaire. Descriptive statistics and chi-square tests were used to collect data. Results There were major deficits in faculty knowledge of patient safety, teaching methods used to teach patient safety and curriculum structure. Key findings showed a predominance of traditional lecture-based instruction, infrequent training of faculty in patient safety, and inadequate curriculum coverage in areas such as quality improvement and clinical risk management. Conclusions Addressing critical gaps in the patient safety curriculum for undergraduate nursing students requires targeted faculty training, educational enhancements, and curriculum restructuring. These measures aim to equip nursing graduates with essential skills to improve patient safety in clinical settings, thereby enhancing healthcare outcomes. Clinical Risk Management Curriculum Development Clinical Risk Management Faculty Training Nursing Education Patient Safety Quality Improvement WHO Guidelines Figures Figure 1 Figure 2 Figure 3 Figure 4 1. Background Patient safety principles and procedures are essential in healthcare systems. Undergraduate medical and nursing students must recognize that safety and quality of care are fundamental to their professions [ 1 ]. In 2011, the World Health Organization (WHO) created a patient safety curriculum guide focused on health education curricula, which has the potential to influence the teaching of patient safety in preregistration nursing programs [ 2 ]. Furthermore, this guide has served as a foundational reference for contemporary research examining nurses' advocacy for patient safety [ 3 ]. The WHO defines patient safety as the elimination of preventable harm to patients during healthcare delivery and the minimization of unnecessary risks associated with healthcare to an acceptable level [ 4 ]. Global standards on patient safety emphasize the necessity of fundamental knowledge regarding patient safety among all healthcare professionals. Undergraduate courses must provide nursing students with comprehensive training and education on patient safety (PS) concepts, principles, and procedures, which will directly influence PS post-graduation. This training can facilitate the establishment of a patient safety culture in medical institutions by promoting safe nursing practices in future clinical environments and enhancing collaboration and communication among medical personnel [ 5 ]. In Egypt, undergraduate education in quality and patient safety is a growing discipline within medical colleges, aimed at training medical students to become advocates for patient safety, ensuring they are well-prepared early in their careers upon graduation [ 6 ]. The nursing education community in the United States established the Quality and Safety Education for Nurses (QSEN) framework, which emphasizes patient-centered care, teamwork and cooperation, evidence-based practice, safety, quality improvement, and informatics—six core competencies [ 7 ]. The WHO's curriculum guidelines consist of 11 topics designed to enhance patient safety and prevent associated incidents [ 2 ]. Additionally, European and American patient safety expert groups recommend the inclusion of technical skills—nursing proficiency; non-technical skills—situational awareness, decision-making, communication, teamwork, leadership, stress management; and system monitoring in patient safety education [ 8 ]. In many countries, individuals pursuing a career as a registered nurse must complete an accredited preregistration nursing program. All students in such programs, regardless of prior education, academic level, or professional experience, are required to engage in work-integrated learning (WIL) [ 9 ]. In Egypt, overlooked and neglected errors in the hospital planning and design (HPD) process pose a persistent challenge and a continual risk to hospital occupants and, by extension, to environmental health [ 10 ]. Safety curricula serve as an educational resource, introducing students to the concept that a healthcare system comprises numerous interconnected organizations, departments, units, services, and practices. The complex interactions among patients, caregivers, healthcare professionals, support personnel, administrators, economists, and community members, along with the ties between diverse healthcare and non-healthcare services, contribute to this complexity [ 11 ]. Students' comprehension of teamwork must extend beyond identification with their professional group. They must recognize the benefits of interdisciplinary teams and their role in improving care and reducing errors [ 12 ]. It is essential for students to understand the causes of errors made by healthcare professionals to recognize how poorly designed processes and other factors contribute to mistakes within the healthcare system. Although errors are inevitable, their repercussions on patient welfare and healthcare personnel can be severe [ 13 ]. Healthcare professionals and students must comprehend the mechanisms behind system failures and the reasons for errors to effectively prevent and learn from them [ 14 ]. Clinical risk management primarily focuses on ensuring the safety of care systems [ 15 ]. It typically encompasses various organizational systems or activities aimed at identifying, managing, and preventing adverse events. Employing quality enhancement techniques can improve care standards. Over the past decade, healthcare has successfully implemented numerous quality-improvement strategies [ 16 ]. Students are introduced to the concept that the healthcare team includes the patient and/or their caregiver, emphasizing the crucial role that patients and caregivers play in ensuring safe healthcare [ 17 ]. Due to the global concern surrounding infection prevention and control, along with WHO-led initiatives to mitigate healthcare-associated infections, it was deemed essential to integrate this topic into the curriculum guide. Additionally, recognizing the significant harm caused by surgical complications, WHO has actively advocated for measures to mitigate surgical errors. A primary cause of errors related to incorrect patients, procedures, and sites is inadequate communication among healthcare providers during preoperative processes and checks. The WHO defines an adverse drug reaction as any unpleasant and undesired response to a medication occurring at dosages used for prevention, diagnosis, or treatment [ 4 ]. The gap analysis approach in this study evaluates the current curriculum coverage against WHO guidelines for patient safety to identify gaps in knowledge and teaching methods. The chi-square results highlight insufficient faculty knowledge, indicating potential weaknesses in patient safety education. Additionally, the analysis of teaching methods and faculty training data reveals areas that require improvement, emphasizing enhanced instructional strategies and professional development initiatives. Addressing these gaps will help ensure a more comprehensive and effective integration of patient safety principles into the nursing curriculum. Study Aim This study aims to evaluate the alignment of the undergraduate nursing curriculum with the World Health Organization (WHO) guidelines on patient safety. By conducting a gap analysis, this research seeks to identify discrepancies in knowledge, skills, and competencies related to patient safety education. 2. Methods 2.1. Design, setting and participants This research employed descriptive comparative research design, incorporating quantitative and qualitative data collection methods. The target population for this study was comprehensive and inclusive of all nursing college staff in the 3rd-semester - 8th-semester staff and tutors from various departments (no. = 48). To explore patient safety goals that encompass the study plan for nursing students. 2.2. Study instruments Sociodemographic form: The researchers developed this sheet to collect demographic information such as years of teaching experience, department specialization, and involvement in patient safety training programs. WHO Patient Safety Curriculum Guide : This tool is Multi-professional Edition , was developed by the world health organization which serves as a standardized framework for evaluating patient safety education. This guide provided a structured reference for assessing faculty awareness, curriculum content, and instructional methods related to patient safety. The guide’s 11 key patient safety topics were used as a benchmark to determine the extent to which the curriculum aligns with international patient safety standards. Additionally, it helped in assessing the integration of essential competencies such as teamwork, communication, risk management, and infection prevention within the nursing curriculum [18]. WHO Patient Safety Faculty Questionnaire : this tool was developed by the world health organization, the second tool used designed to evaluate faculty members' knowledge, perceptions, and teaching practices regarding patient safety. The questionnaire included sections on prior training, instructional methods, integration of WHO guidelines, and challenges faced in teaching patient safety topics. The scoring system for such questionnaires varies depending on their design. Commonly, Likert scales are used to quantify responses, enabling quantitative analysis of faculty perceptions and practices. A 5-point scale ranging from "strongly disagree" to "strongly agree" can be employed to assess agreement with statements related to patient safety education [19]. 2.4. Data Collection procedure The duration for data collection was seven months. Before beginning the study, the researchers received formal approval from the Dean of the Faculty to comply with institutional regulations. At approval, the aims of the study were fully described to all potential participants. Adequate opportunity was provided to ask questions and receive clarification before obtaining informed consent. To allow for participation the researchers arranged to meet with each participant at a time that suited them, causing minimal disturbance to their studies. The study questionnaire was administered during these meetings and participants were not rushed and given ample time to complete the questionnaire. Upon its completion, the participants were invited to pose any additional questions to the researchers, who answered them as appropriate. During the Full semester of academic year 2024–2025, the study sample consisted of 48 faculty members from the second, third, and fourth years of a private university undergraduate nursing program. Researchers excluded first-year faculty members from the study because they neither teach core nursing courses nor provide clinical training. Inclusion criteria were: (1) being a faculty member, (2) being a faculty member willing to participate in this study, and (3) being a faculty member who meets the inclusion criteria. All faculty met the voluntary inclusion criteria for participation in this study. Ethical Considerations The Research Ethics Committee of the Nursing College, at Misr University for Science and Technology provided ethical permission for the study (NUR 3/3/20240 (35). Because the study conformed with all relevant laws, local regulations, and the ethical norms of the Declaration of Helsinki, the participants' rights and safety were safeguarded. Participants were provided with and asked to sign a voluntary informed consent form outlining the study's purpose, procedures, potential risks, and benefits. The form went on to clearly state that participation would have no negative effects—it was purely voluntary and could be withdrawn at any point. Before data collection, all participants received a comprehensive overview of the study and had the opportunity to ask questions and request clarification. Written informed consent was obtained from participants who agreed to participate in the study. No personal data were retained in the study records to preserve confidentiality and anonymity. All data collected were stored securely and were only accessible by the research team for academic purposes. This approach aligns with ethical research standards while maintaining participant anonymity. Data Analysis: Data collected were analysed using descriptive and inferential statistics. The analysis was performed by using SPSS software (version 20.0; SPSS Inc, Chicago, IL, USA) for statistics. Descriptive statistics are performed to represent categorical data in the form of frequency distribution and percentages. Such indicators reflect the distribution of the faculty positions, teaching formats, years of experience, and patient safety knowledge before their training. Inferential statistics assessed associations between categorical variables, namely chi-square tests (Χ² tests). These tests assess the relationship of faculty roles, years of experience, department specialization, and patient safety knowledge. Statistical significance was determined using Chi-square values (X²) and p-values. Statistical significance was defined as a p-value < 0.05 suggesting the presence of a meaningful association between faculty characteristics and their knowledge of patient safety. 3. Results Table 1. Distribution of Current role of Nursing College Staff regarding Patient safety Curriculum. N (48) n % Department Critical care and emergency nursing 6 12.5 Medical Surgical Nursing 9 18.8 Nursing Administration 9 18.8 Obstetrics & Genecology Nursing 6 12.5 Pediatric nursing and newborn health Nursing 3 6.3 Psychiatric and mental health nursing 9 18.8 Public Health and Geriatric Nursing 6 12.5 Please select the most appropriate description of your current role Teaching role with no clinical commitment 6 12.5 Major teaching role with some clinical commitment 21 43.8 Major clinical role with some teaching commitment 15 31.3 Other 6 12.5 For those with a clinical role, what is your primary clinical specialty? (n=15) Teaching assistant of obstetrics and gynecological nursing department 3 20.0 Public Health 3 20.0 Fundamentals of nursing and medical surgical nursing is prerequisite or as primary clinical 3 20.0 Critical care nursing provides tube and catheter misconnection, medication error and reduce fall and pressure ulcer 3 20.0 Clinical critical and emergency roles and responsibilities 3 20.0 What are your main educational roles? Demonstrator 9 18.8 Health Instruction 3 6.3 Medication safety 3 6.3 Teaching assistant 18 37.5 Lecturer 15 31.3 How many years of experience do you have teaching medical students, in any setting? 2 – 5 12 25.0 6 – 10 12 25.0 > 10 24 50.0 Table (1 ): Shows that nearly all departments are represented. The highest participation rates were observed in Medical-Surgical Nursing, Nursing Administration, and Psychiatric Nursing, each accounting for 18.8% of the total respondents. Regarding faculty roles, 43.8% of respondents had teaching and clinical roles, and only 12.5% had teaching roles without clinical responsibility. Moreover, at least 50% of respondents worked for over ten years, indicating high teacher experience. These findings underscore the diversity of faculty expertise and the potential impact of incorporating patient safety education into the nursing curriculum. Figure 1 represents the distribution of study topics within different nursing departments; this visualization helps identify which departments emphasize patient safety topics the most and where gaps may exist. Table 2. Distribution of Prior knowledge regarding Patient Safety Topics, N (48) No / minimal prior knowledge of topic Prior knowledge of topic Topics taught n % n % n % What is patient safety? 6 12.5 27 56.3 15 31.3 What are human factors and why is it important to patient safety? 3 6.3 12 25.0 33 68.8 Understanding systems and the impact of complexity on patient care 6 12.5 18 37.5 24 50.0 Being an effective team player 0 0.0 21 43.8 27 56.3 Understanding and learning from errors 3 6.3 15 31.3 30 62.5 Understanding and managing clinical risk 6 12.5 21 43.8 21 43.8 Introduction to quality improvement methods 3 6.3 18 37.5 27 56.3 Engaging with patients and careers 6 12.5 21 43.8 21 43.8 Minimizing infection through improved infection control 12 25.0 12 25.0 24 50.0 Patient safety and invasive procedures 3 6.3 21 43.8 24 50.0 Improving medication safety 3 6.3 21 43.8 24 50.0 Table (2): shows that most respondents demonstrated proficiency in human factors and their significance in patient safety (68.8%), followed by understanding and learning from errors (62.5%) and the ability to function as an effective team player (56.3%). However, a notable gap was identified in infection control knowledge, with only 25% of participants possessing a strong understanding of this area. This deficiency underscores the necessity for enhanced educational interventions focusing on infection prevention and control within the nursing curriculum. Figure 2 represents that 44% of participants have good knowledge level regarding patient safety topics, 37% of them have average knowledge, while the remaining percentage of them have poor knowledge level regarding patient safety topics. Table 3. Distribution of the Topics of WHO Curriculum Based on teaching methods N (48) n % What teaching methods did you use to deliver the topic? Lectures 39 81.3 Clinical placements 30 62.5 Online activities 12 25.0 On the ward activities 18 37.5 Small group tutorial teaching 24 50.0 Problem-based learning (PBL) 21 43.8 Simulation/skills facilities 24 50.0 Role play 6 12.5 Did you receive specific training to deliver Patient Safety teaching? Yes 24 50.0 No 24 50.0 If yes, how so? (n=24) Workshop 6 25.0 Patient safety training 9 37.5 Health Instruction 6 25.0 Conference 3 12.5 If you received training, how useful did you find this training? (n=24) Extremely useful 9 37.5 Useful 9 37.5 Neutral 6 25.0 What other training would you have liked to receive? (n=24) Workshop 3 12.5 Risk management 3 12.5 Quality management 6 25.0 SPSS 3 12.5 Quality indicators 3 12.5 Patient safety 3 12.5 Health Instruction among children 3 12.5 What year of study were the students you taught this topic to? 2 nd 17 35.4 3 rd 13 27.1 4 th 12 25.0 Internship 6 12.5 Table (3): Shows an evaluation of teaching methodologies indicated that lectures were the predominant instructional approach, utilized by 81.3% of faculty members, followed by clinical placements at 62.5%. Despite the recognized importance of interactive learning, only 50% of faculty integrated simulation and skills-based training, highlighting the need for improvements in experiential teaching methods. Furthermore, while 62.5% of participants had prior experience in teaching patient safety, only half had received formal training in the subject. This finding emphasizes the necessity for structured faculty development programs to enhance the effectiveness of patient safety education. Figure (3): illustrates the extent 75% of faculty members incorporate the WHO Patient Safety Curriculum Guide into their teaching practices. 81.3% used a preparation of topics. The findings reveal with some faculty members fully integrating the guide’s principles, while others demonstrate limited or inconsistent application. Figure (4): shows the distribution regarding the use of the WHO Curricular Guide, highlighting the extent to which faculty members incorporate the WHO Patient Safety Curriculum in their teaching. The data presented in the figure reveal variations in the adoption of the curriculum across different departments. Table 4. Association between Patient Safe Faculty Questionnaire regarding Section 1 and Prior knowledge regarding Patient Safety factors Poor knowledge Average knowledge Good knowledge Chi – square test n % n % n % X 2 P Department Critical care and emergency nursing 0 0.0 3 16.7 3 14.3 Medical Surgical Nursing 0 0.0 0 0.0 9 42.9 Nursing Administration 3 33.3 6 33.3 0 0.0 Obstetrics & Genecology Nursing 3 33.3 0 0.0 3 14.3 Pediatric nursing and newborn health Nursing 0 0.0 0 0.0 3 14.3 Psychiatric and mental health nursing 3 33.3 6 33.3 0 0.0 Public Health and Geriatric Nursing 0 0.0 3 16.7 3 14.3 37.714 <0.001** Please select the most appropriate description of your current role Teaching role with no clinical commitment 3 33.3 0 0.0 3 14.3 Major teaching role with some clinical commitment 3 33.3 12 66.7 6 28.6 Major clinical role with some teaching commitment 0 0.0 6 33.3 9 42.9 Other 3 33.3 0 0.0 3 14.3 18.090 0.006 * What are your main educational roles? Demonstrator 6 66.7 0 0.0 3 14.3 Health Instruction 3 33.3 0 0.0 0 0.0 Medication safety 0 0.0 0 0.0 3 14.3 Teaching assistant 0 0.0 12 66.7 6 28.6 Lecturer 0 0.0 6 33.3 9 42.9 43.124 10 3 33.3 9 50.0 12 57.1 11.286 0.024 * Table 4 analyses the association between prior knowledge and other factors, revealing a significant statistical relationship between nursing specialties and patient safety knowledge. Faculty members from the Medical-Surgical Nursing department demonstrated the highest prior knowledge (P < 0.001), indicating a stronger familiarity with patient safety concepts in this specialty. Additionally, teaching experience was found to be a crucial determinant of patient safety knowledge, with participants possessing more than 10 years of teaching experience exhibiting significantly higher competency levels (P = 0.024). These findings highlight the importance of both professional specialization and extensive teaching experience in enhancing faculty expertise in patient safety education. 4. Discussion This study assessed the alignment of the undergraduate nursing curriculum with WHO patient safety guidelines through a gap analysis. The findings reveal significant discrepancies in faculty knowledge, teaching methods, and curriculum content , highlighting areas needing improvement to enhance patient safety education and better prepare students for clinical practice. Faculty Knowledge Regarding Patient Safety Topics The study identified variability in faculty knowledge across different patient safety topics. Some faculty members demonstrated adequate understanding of teamwork and medical errors, while others showed deficiencies, particularly in risk management and infection control. The chi-square analysis revealed that faculty specialization and teaching roles significantly influenced knowledge levels , with faculty members in nursing administration and psychiatric nursing displaying lower understanding. A notable gap was found in infection control knowledge , with only a small proportion of faculty demonstrating strong prior understanding. The statistical analysis indicated a correlation between years of experience and infection control knowledge , suggesting that professional exposure enhances expertise . This underscores the urgency of improving infection prevention training in faculty development programs. This suggests that exposure to practical clinical environments may enhance patient safety awareness [1]. Additionally, participants with extensive teaching experience exhibited significantly higher levels of knowledge, reinforcing the role of professional experience in fostering expertise [8]. Several studies have explored the effectiveness of patient safety curricula in nursing education. faculty knowledge and preparedness in patient safety significantly impact students’ competency levels , aligning with our findings that faculty training directly correlates with knowledge dissemination [3]. investigated the integration of WHO’s patient safety curriculum in nursing diploma programs and found that structured training significantly improved students’ confidence and clinical safety performance . Their research aligns with our findings, reinforcing the importance of structured patient safety education . Further nursing students with targeted patient safety training exhibited better safety-related competencies , supporting our recommendation for comprehensive integration of WHO guidelines into curricula [20]. The study represents that less than half of participants have good knowledge level regarding patient safety topics, more than one third of them have average knowledge, while the remaining percentage of them have poor knowledge level regarding patient safety topics. A previous research aligns with the current study findings revealed that the knowledge level of respondents was generally found to be low [21]. Additionally, other research findings reveals that nursing educators had lower level of knowledge regarding patient safety [22]. Teaching Methods and Curriculum Delivery The study highlights a strong dependency on traditional lecture-based instruction, with relatively fewer instances of interactive and experiential learning strategies, such as simulation and role-playing. Given the emphasis placed by the World Health Organization on active learning methods to enhance patient safety competencies, the predominant use of passive teaching strategies presents a significant gap in nursing education [4]. The infrequent incorporation of simulation and problem-based learning underscores the necessity for curriculum modifications that integrate more engaging pedagogical techniques [9]. Implementing these methods would be instrumental in fostering critical thinking skills and improving clinical decision-making abilities among nursing students [16]. The findings of this study are supported by existing literature emphasizing the benefits of interactive and experiential learning methods over traditional lecture-based instruction in nursing education. Research indicates that simulation-based education enhances patient safety competencies among nursing students, leading to improved clinical performance and problem-solving skills [5]. Similarly, problem-based learning (PBL) has been shown to positively impact nursing students' knowledge, attitudes, and perceptions regarding patient safety [9]. These studies collectively suggest that incorporating active learning strategies, such as simulation and PBL, into nursing curricula can effectively address the identified gaps and foster critical thinking and clinical decision-making skills. Faculty Training and Support A substantial portion of faculty members indicated they had received formal training in patient safety through workshops and structured programs . However, many expressed the need for further professional development in risk management, quality indicators, and statistical analysis using SPSS . These findings emphasize the importance of ongoing training initiatives to ensure faculty competency in delivering effective patient safety education [3]. Similarly, previous research emphasized that nursing students with targeted patient safety training exhibited better safety-related competencies [13]. Alignment with WHO Guidelines and Identified Gaps While the curriculum covers some patient safety topics, gaps remain in essential areas such as quality improvement methods, clinical risk management, and patient engagement [4]. WHO guidelines emphasize these as critical components of patient safety education [2].The observed inconsistencies suggest that the current curriculum does not fully integrate WHO recommendations , highlighting the need for structured curriculum reforms to ensure comprehensive coverage of all core patient safety domains [3]. 5. Conclusion This study highlights critical gaps in the patient safety curriculum for undergraduate nursing students, emphasizing the need for faculty training, pedagogical improvements, and curriculum restructuring. Addressing these gaps will ensure that nursing graduates are equipped with the necessary knowledge and skills to enhance patient safety in clinical practice, ultimately contributing to better healthcare outcomes. Practical Implications Faculty Development Program: Implement structured faculty training workshops focused on WHO patient safety guidelines, risk management, and quality improvement to enhance teaching effectiveness. Integration of Interactive Teaching Methods: Expand the use of simulation, role-playing, and PBL to foster hands-on learning experiences that enhance students’ problem-solving skills and clinical judgment. Standardization of Curriculum Content: Align curriculum components more closely with WHO guidelines by incorporating underrepresented topics such as quality improvement, clinical risk management, and patient engagement. Enhanced Student Exposure to Patient Safety Practices – Strengthen clinical placements with structured patient safety training to ensure students gain practical, real-world experience applying safety protocols and procedures. Limitations of the Study Despite the valuable insights gained, this study has several limitations. First, the sample size was limited to faculty members from a single private university, which may not be representative of all nursing education institutions. Future studies should include a more diverse sample from multiple institutions to enhance generalizability. Second, the study relied on self-reported data, which may introduce response bias. Participants might have overestimated or underestimated their knowledge and teaching practices. Using objective assessments, such as faculty evaluations and student feedback, could provide a more comprehensive understanding of faculty preparedness in patient safety education. Third, the study primarily focused on faculty perspectives and did not include direct assessments of student competency in patient safety. Future research should incorporate student evaluations and practical assessments to determine the effectiveness of existing teaching methods and curriculum coverage. Finally, while the study utilized a cross-sectional design, a longitudinal approach could provide deeper insights into how patient safety education evolves over time and its long-term impact on nursing practice. Tracking faculty training and student competency over multiple years could help identify trends and further inform curriculum improvements. Declarations CRediT authorship contribution statement Noha Mohamed Rashed : Writing review & editing, writing original draft, Validation, Investigation, Formal analysis, Conceptualization. Wafaa Abdelazeem Elhosany Dawood : Writing original draft, Validation, Methodology, Conceptualization. Kawther Abdel Ghafar Ali : Writing review & editing, writing review & editing. Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Acknowledgments The authors would like to express a sincere thanks to all nursing managers who participated in this research work for their cooperation and positive response. Data availability The datasets generated and/or analyzed during the current study are not publicly available due confidentiality but are available from the corresponding author on reasonable request Control trail Number Not applicable Ethics approval and consent to participate The Research Ethics Committee of the Nursing College, at Misr University for Science and Technology provided ethical permission for the study (NUR 3/3/20240 (35). Because the study conformed with all relevant laws, local regulations, and the ethical norms of the Declaration of Helsinki, the participants' rights and safety were safeguarded. Participants were provided with and asked to sign a voluntary informed consent form outlining the study's purpose, procedures, potential risks, and benefits. The form went on to clearly state that participation would have no negative effects—it was purely voluntary and could be withdrawn at any point. Before data collection, all participants received a comprehensive overview of the study and had the opportunity to ask questions and request clarification. Written informed consent was obtained from participants who agreed to participate in the study. Consent for publication Not applicable. Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this manuscript. 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PLoS One. 2017; 12(9), e0183536.‏ Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6645967","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":464873814,"identity":"adda8374-6b01-491b-9692-b0b2b0032b3c","order_by":0,"name":"Noha Mohamed Rashed","email":"","orcid":"","institution":"Misr University for Science and Technology","correspondingAuthor":false,"prefix":"","firstName":"Noha","middleName":"Mohamed","lastName":"Rashed","suffix":""},{"id":464873815,"identity":"cd1c82c4-6c29-4800-bf48-705e9d6a287f","order_by":1,"name":"Wafaa Abdelazeem Elhosany Dawood","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAUlEQVRIiWNgGAWjYFACxgcMDGxglvmHhB82IJHGA/i1MBvAtJgxPOxJA2lpIF4L4wO2w2AWXi0Gxw8zfvhRZpfYz9687UECz3m7te2HgbbU2ETj1HImmVmy51xy4syeY+UGCRa3k7edSQRqOZaW24BDi9mB/AMSvG3MuRtu5BhIJPDcTjY7ANTC2HAYt5bzj5l//m2rh2phO5dsdv4hAS03ktmkedsOg7SYAbUcsDO7QcAW+xuP2axlzh2vB/ql2CCxJznB7AbQlgQ8fpHsT2a++aas2pifvXnjwx8/7OzNzqc/fPChxganFgyQCFaZQKxysEtJUTwKRsEoGAUjAwAA1j1qECbghHYAAAAASUVORK5CYII=","orcid":"","institution":"Misr University for Science and Technology","correspondingAuthor":true,"prefix":"","firstName":"Wafaa","middleName":"Abdelazeem Elhosany","lastName":"Dawood","suffix":""},{"id":464873816,"identity":"ec08082b-06f4-46ce-803b-f66cc23a6a63","order_by":2,"name":"Kawther Abdel Ghafar Ali","email":"","orcid":"","institution":"Misr University for Science and Technology","correspondingAuthor":false,"prefix":"","firstName":"Kawther","middleName":"Abdel Ghafar","lastName":"Ali","suffix":""}],"badges":[],"createdAt":"2025-05-12 11:08:25","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6645967/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6645967/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83836762,"identity":"3a3521c7-e9d5-48bb-99eb-f98653a7822c","added_by":"auto","created_at":"2025-06-03 13:20:22","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":104289,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eDistribution of patient safety topic studying in college departments\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6645967/v1/a14ee4d3ce4c070c26c7be86.png"},{"id":83836767,"identity":"be7babce-106b-42f5-85a8-89622f808f3e","added_by":"auto","created_at":"2025-06-03 13:20:22","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":51527,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eDistribution of the Prior knowledge level regarding Patient Safety Topics\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6645967/v1/d0a41ff969d97517d791a1f5.png"},{"id":83838309,"identity":"3a27c833-2d5e-4620-ba25-428666642e5c","added_by":"auto","created_at":"2025-06-03 13:36:22","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":47874,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eDistribution regarding the use of WHO Curricular Guide\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6645967/v1/041af7b143bb612315050880.png"},{"id":83836764,"identity":"40a6fad9-323f-4db5-966e-5a08e780e5de","added_by":"auto","created_at":"2025-06-03 13:20:22","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":81295,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eDistribution regarding opinions on specific topics\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-6645967/v1/b9871b0f89bde43c621250a8.png"},{"id":90618880,"identity":"137c84f3-f186-4bca-b6ba-be21d54bdab5","added_by":"auto","created_at":"2025-09-04 19:31:28","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2401580,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6645967/v1/2eb9d1bb-a3f1-45cd-bbce-2822e190c510.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Gap analysis: Patient Safety Curriculum for undergraduate nursing students against WHO guidelines at bachelor’s degree","fulltext":[{"header":"1. Background","content":"\u003cp\u003ePatient safety principles and procedures are essential in healthcare systems. Undergraduate medical and nursing students must recognize that safety and quality of care are fundamental to their professions [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. In 2011, the World Health Organization (WHO) created a patient safety curriculum guide focused on health education curricula, which has the potential to influence the teaching of patient safety in preregistration nursing programs [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Furthermore, this guide has served as a foundational reference for contemporary research examining nurses' advocacy for patient safety [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe WHO defines patient safety as the elimination of preventable harm to patients during healthcare delivery and the minimization of unnecessary risks associated with healthcare to an acceptable level [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Global standards on patient safety emphasize the necessity of fundamental knowledge regarding patient safety among all healthcare professionals. Undergraduate courses must provide nursing students with comprehensive training and education on patient safety (PS) concepts, principles, and procedures, which will directly influence PS post-graduation. This training can facilitate the establishment of a patient safety culture in medical institutions by promoting safe nursing practices in future clinical environments and enhancing collaboration and communication among medical personnel [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn Egypt, undergraduate education in quality and patient safety is a growing discipline within medical colleges, aimed at training medical students to become advocates for patient safety, ensuring they are well-prepared early in their careers upon graduation [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe nursing education community in the United States established the Quality and Safety Education for Nurses (QSEN) framework, which emphasizes patient-centered care, teamwork and cooperation, evidence-based practice, safety, quality improvement, and informatics\u0026mdash;six core competencies [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The WHO's curriculum guidelines consist of 11 topics designed to enhance patient safety and prevent associated incidents [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Additionally, European and American patient safety expert groups recommend the inclusion of technical skills\u0026mdash;nursing proficiency; non-technical skills\u0026mdash;situational awareness, decision-making, communication, teamwork, leadership, stress management; and system monitoring in patient safety education [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. In many countries, individuals pursuing a career as a registered nurse must complete an accredited preregistration nursing program. All students in such programs, regardless of prior education, academic level, or professional experience, are required to engage in work-integrated learning (WIL) [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn Egypt, overlooked and neglected errors in the hospital planning and design (HPD) process pose a persistent challenge and a continual risk to hospital occupants and, by extension, to environmental health [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Safety curricula serve as an educational resource, introducing students to the concept that a healthcare system comprises numerous interconnected organizations, departments, units, services, and practices. The complex interactions among patients, caregivers, healthcare professionals, support personnel, administrators, economists, and community members, along with the ties between diverse healthcare and non-healthcare services, contribute to this complexity [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eStudents' comprehension of teamwork must extend beyond identification with their professional group. They must recognize the benefits of interdisciplinary teams and their role in improving care and reducing errors [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. It is essential for students to understand the causes of errors made by healthcare professionals to recognize how poorly designed processes and other factors contribute to mistakes within the healthcare system. Although errors are inevitable, their repercussions on patient welfare and healthcare personnel can be severe [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Healthcare professionals and students must comprehend the mechanisms behind system failures and the reasons for errors to effectively prevent and learn from them [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eClinical risk management primarily focuses on ensuring the safety of care systems [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. It typically encompasses various organizational systems or activities aimed at identifying, managing, and preventing adverse events. Employing quality enhancement techniques can improve care standards. Over the past decade, healthcare has successfully implemented numerous quality-improvement strategies [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eStudents are introduced to the concept that the healthcare team includes the patient and/or their caregiver, emphasizing the crucial role that patients and caregivers play in ensuring safe healthcare [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Due to the global concern surrounding infection prevention and control, along with WHO-led initiatives to mitigate healthcare-associated infections, it was deemed essential to integrate this topic into the curriculum guide. Additionally, recognizing the significant harm caused by surgical complications, WHO has actively advocated for measures to mitigate surgical errors. A primary cause of errors related to incorrect patients, procedures, and sites is inadequate communication among healthcare providers during preoperative processes and checks. The WHO defines an adverse drug reaction as any unpleasant and undesired response to a medication occurring at dosages used for prevention, diagnosis, or treatment [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e\u003cb\u003eThe gap analysis approach\u003c/b\u003e in this study evaluates the current curriculum coverage against WHO guidelines for patient safety to identify gaps in knowledge and teaching methods. The chi-square results highlight insufficient faculty knowledge, indicating potential weaknesses in patient safety education. Additionally, the analysis of teaching methods and faculty training data reveals areas that require improvement, emphasizing enhanced instructional strategies and professional development initiatives. Addressing these gaps will help ensure a more comprehensive and effective integration of patient safety principles into the nursing curriculum.\u003c/p\u003e \u003cp\u003e \u003cb\u003eStudy Aim\u003c/b\u003e \u003c/p\u003e \u003cp\u003e This study aims to evaluate the alignment of the undergraduate nursing curriculum with the World Health Organization (WHO) guidelines on patient safety. By conducting a gap analysis, this research seeks to identify discrepancies in knowledge, skills, and competencies related to patient safety education.\u003c/p\u003e"},{"header":"2. Methods","content":"\u003cp\u003e2.1.\u003cstrong\u003e\u0026nbsp;Design, setting and participants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research employed descriptive comparative research design, incorporating quantitative and qualitative data collection methods. The target population for this study was comprehensive and inclusive of all nursing college staff in the 3rd-semester - 8th-semester staff and tutors from various departments (no. = 48). \u0026nbsp;To explore patient safety goals that encompass the\u0026ensp;study plan for nursing students. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2. Study instruments\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSociodemographic form:\u0026nbsp;\u003c/strong\u003eThe researchers developed this sheet to collect demographic information such as years of teaching experience, department specialization, and involvement in patient safety training programs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWHO Patient Safety Curriculum Guide\u003c/strong\u003e: This tool is\u003cem\u003e\u0026nbsp;Multi-professional Edition\u003c/em\u003e, was developed by the world health organization which serves as a standardized framework for evaluating patient safety education. This guide provided a structured reference for assessing faculty awareness, curriculum content, and instructional methods related to patient safety. The guide\u0026rsquo;s 11 key patient safety topics were used as a benchmark to determine the extent to which the curriculum aligns with international patient safety standards. Additionally, it helped in assessing the integration of essential competencies such as teamwork, communication, risk management, and infection prevention within the nursing curriculum [18].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eWHO Patient Safety Faculty Questionnaire\u003c/strong\u003e: this tool was developed by the world health organization,\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ethe second tool used designed to evaluate faculty members\u0026apos; knowledge, perceptions, and teaching practices regarding patient safety. The questionnaire included sections on prior training, instructional methods, integration of WHO guidelines, and challenges faced in teaching patient safety topics. The scoring system for such questionnaires varies depending on their design. Commonly, Likert scales are used to quantify responses, enabling quantitative analysis of faculty perceptions and practices. A 5-point scale ranging from \u0026quot;strongly disagree\u0026quot; to \u0026quot;strongly agree\u0026quot; can be employed to assess agreement with statements related to patient safety education [19].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4.\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eData Collection\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eprocedure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe duration for data collection was\u0026ensp;seven months. Before beginning the study, the researchers received formal approval from the\u0026ensp;Dean of the Faculty to comply with institutional regulations. At approval, the aims of the study were fully\u0026ensp;described to all potential participants. Adequate opportunity was provided to ask questions and receive clarification before obtaining\u0026ensp;informed consent.\u003c/p\u003e\n\u003cp\u003eTo allow for participation the researchers arranged to meet with each participant at a time that suited them, causing minimal disturbance to their\u0026ensp;studies. The study questionnaire was administered during these meetings and participants were not rushed and given ample\u0026ensp;time to complete the questionnaire. Upon its completion, the participants were invited to pose any additional questions\u0026ensp;to the researchers, who answered them as appropriate.\u003c/p\u003e\n\u003cp\u003eDuring the Full semester of academic year\u0026ensp;2024\u0026ndash;2025, the study sample consisted of 48 faculty members from the second, third, and fourth years of a private university undergraduate nursing program. Researchers excluded first-year faculty\u0026ensp;members from the study because they neither teach core nursing courses nor provide clinical training. Inclusion criteria were: (1) being\u0026ensp;a faculty member, (2) being a faculty member willing to participate in this study, and (3) being a faculty member who meets the inclusion criteria. All faculty met the voluntary inclusion criteria for participation in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Research Ethics Committee of the Nursing College, at Misr University for Science and Technology provided ethical permission for the study (NUR 3/3/20240 (35). Because the study conformed with all relevant laws, local regulations, and the ethical norms of the Declaration of Helsinki, the participants\u0026apos; rights and safety were safeguarded.\u0026nbsp;Participants were provided with and asked to sign a voluntary informed consent form outlining the study\u0026apos;s purpose, procedures, potential risks,\u0026ensp;and benefits. The form went on to clearly state that participation would have no negative\u0026ensp;effects\u0026mdash;it was purely voluntary and could be withdrawn at any point. Before data collection, all participants received a comprehensive overview of\u0026ensp;the study and had the opportunity to ask questions and request clarification. Written informed consent was obtained\u0026ensp;from participants who agreed to participate in the study. No personal data were retained in the study records to\u0026ensp;preserve confidentiality and anonymity. All data collected were stored securely and\u0026ensp;were only accessible by the research team for academic purposes.\u0026nbsp;This approach aligns with ethical research standards while maintaining participant anonymity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis:\u003c/strong\u003e Data collected were analysed using descriptive and inferential\u0026ensp;statistics. The analysis was performed by using SPSS software (version 20.0; SPSS Inc, Chicago, IL,\u0026ensp;USA) for statistics. Descriptive statistics are performed to\u0026ensp;represent categorical data in the form of frequency distribution and percentages. Such indicators reflect the distribution of the faculty positions, teaching formats, years of experience, and patient safety knowledge before\u0026ensp;their training. Inferential statistics assessed associations between categorical variables, namely chi-square tests (\u0026Chi;\u0026sup2; tests). These tests assess the relationship of faculty roles, years of\u0026ensp;experience, department specialization, and patient safety knowledge. Statistical significance was determined using Chi-square values (X\u0026sup2;) and\u0026ensp;p-values. Statistical significance\u0026ensp;was defined as a p-value \u0026lt; 0.05 suggesting the presence of a meaningful association between faculty characteristics and their knowledge of patient safety.\u0026nbsp;\u003c/p\u003e"},{"header":"3. Results","content":"\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"680\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"bottom\" style=\"width: 680px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 1. Distribution of Current role of Nursing College Staff regarding Patient safety Curriculum. \u0026nbsp;N (48)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 76px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDepartment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eCritical care and emergency nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eMedical Surgical Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e18.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eNursing Administration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e18.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eObstetrics \u0026amp; Genecology Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003ePediatric nursing and newborn health Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003ePsychiatric and mental health nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e18.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003ePublic Health and Geriatric Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePlease select the most appropriate description of your current role\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eTeaching role with no clinical commitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eMajor teaching role with some clinical commitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eMajor clinical role with some teaching commitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e31.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFor those with a clinical role, what is your primary clinical specialty? (n=15)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eTeaching assistant of obstetrics and gynecological nursing department\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003ePublic Health\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eFundamentals of nursing and medical surgical nursing is prerequisite or as primary clinical\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eCritical care nursing provides tube and catheter misconnection, medication error and reduce fall and pressure ulcer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eClinical critical and emergency roles and responsibilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWhat are your main educational roles?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eDemonstrator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e18.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eHealth Instruction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eMedication safety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eTeaching assistant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003eLecturer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e31.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHow many years of experience do you have teaching medical students, in any setting?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e2 \u0026ndash; 5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e6 \u0026ndash; 10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 520px;\"\u003e\n \u003cp\u003e\u0026gt; 10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable (1\u003c/strong\u003e): Shows that nearly all departments are represented. The highest participation rates were observed in Medical-Surgical Nursing, Nursing Administration, and Psychiatric Nursing, each accounting for 18.8% of the total respondents. Regarding faculty roles, 43.8% of respondents had teaching and clinical roles, and only 12.5% had teaching roles without clinical responsibility. Moreover, at least 50% of respondents worked\u0026ensp;for over ten years, indicating high teacher experience. These findings underscore the diversity of faculty expertise and the potential impact of incorporating patient safety education\u0026ensp;into the nursing curriculum.\u003c/p\u003e\n\u003cp\u003eFigure 1 represents the distribution of study topics within different nursing departments; this visualization helps identify which departments emphasize patient safety topics the most and where gaps may exist.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"642\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"7\" valign=\"bottom\" style=\"width: 642px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 2. Distribution of Prior knowledge regarding Patient Safety Topics, N (48)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 117px;\"\u003e\n \u003cp\u003eNo / minimal prior knowledge of topic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 117px;\"\u003e\n \u003cp\u003ePrior knowledge of topic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 117px;\"\u003e\n \u003cp\u003eTopics taught\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eWhat is patient safety?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e56.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e31.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eWhat are human factors and why is it important to patient safety?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e68.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eUnderstanding systems and the impact of complexity on patient care\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eBeing an effective team player\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e56.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eUnderstanding and learning from errors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e31.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e62.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eUnderstanding and managing clinical risk\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eIntroduction to quality improvement methods\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e56.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eEngaging with patients and careers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eMinimizing infection through improved infection control\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003ePatient safety and invasive procedures\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eImproving medication safety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable (2):\u0026nbsp;\u003c/strong\u003eshows\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ethat most respondents demonstrated proficiency in human factors and their significance in patient safety (68.8%), followed by understanding and learning from errors (62.5%) and the ability to function as an effective team player (56.3%). However, a notable gap was identified in infection control knowledge, with only 25% of participants possessing a strong understanding of this area. This deficiency underscores the necessity for enhanced educational interventions focusing on infection prevention and control within the nursing curriculum.\u003c/p\u003e\n\u003cp\u003eFigure 2 represents that 44% of participants have good knowledge level regarding patient safety topics, 37% of them have average knowledge, while the remaining percentage of them have poor knowledge level regarding patient safety topics. \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"bottom\" style=\"width: 638px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 3. Distribution of the Topics of WHO Curriculum Based on teaching methods N (48)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWhat teaching methods did you use to deliver the topic?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eLectures\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e81.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eClinical placements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e62.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eOnline activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eOn the ward activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eSmall group tutorial teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eProblem-based learning (PBL)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eSimulation/skills facilities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eRole play\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDid you receive specific training to deliver Patient Safety teaching?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIf yes, how so? (n=24)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eWorkshop\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003ePatient safety training\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eHealth Instruction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eConference\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIf you received training, how useful did you find this training? (n=24)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eExtremely useful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eUseful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWhat other training would you have liked to receive? (n=24)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eWorkshop\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eRisk management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eQuality management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eSPSS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eQuality indicators\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003ePatient safety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eHealth Instruction among children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWhat year of study were the students you taught this topic to?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e2\u003csup\u003end\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e35.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e3\u003csup\u003erd\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e27.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003e4\u003csup\u003eth\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e25.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 441px;\"\u003e\n \u003cp\u003eInternship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e12.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable (3):\u0026nbsp;\u003c/strong\u003eShows\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ean evaluation of teaching methodologies indicated that lectures were the predominant instructional approach, utilized by 81.3% of faculty members, followed by clinical placements at 62.5%. Despite the recognized importance of interactive learning, only 50% of faculty integrated simulation and skills-based training, highlighting the need for improvements in experiential teaching methods. Furthermore, while 62.5% of participants had prior experience in teaching patient safety, only half had received formal training in the subject. This finding emphasizes the necessity for structured faculty development programs to enhance the effectiveness of patient safety education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure (3):\u003c/strong\u003e illustrates the extent 75% of faculty members incorporate the WHO Patient Safety Curriculum Guide into their teaching practices. 81.3% used a preparation of topics. The findings reveal with some faculty members fully integrating the guide\u0026rsquo;s principles, while others demonstrate limited or inconsistent application.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure (4):\u003c/strong\u003e shows the distribution regarding the use of the WHO Curricular Guide, highlighting the extent to which faculty members incorporate the WHO Patient Safety Curriculum in their teaching. The data presented in the figure reveal variations in the adoption of the curriculum across different departments. \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"648\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\" valign=\"bottom\" style=\"width: 648px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTable 4. Association between Patient Safe Faculty Questionnaire regarding \u003cem\u003eSection 1\u0026nbsp;\u003c/em\u003eand Prior knowledge regarding Patient Safety factors\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 88px;\"\u003e\n \u003cp\u003ePoor knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 88px;\"\u003e\n \u003cp\u003eAverage knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 88px;\"\u003e\n \u003cp\u003eGood knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 134px;\"\u003e\n \u003cp\u003eChi \u0026ndash; square test\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 45px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 45px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 45px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 58px;\"\u003e\n \u003cp\u003eX\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 75px;\"\u003e\n \u003cp\u003eP\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDepartment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eCritical care and emergency nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e16.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eMedical Surgical Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e42.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eNursing Administration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eObstetrics \u0026amp; Genecology Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003ePediatric nursing and newborn health Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003ePsychiatric and mental health nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003ePublic Health and Geriatric Nursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e16.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e37.714\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePlease select the most appropriate description of your current role\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eTeaching role with no clinical commitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eMajor teaching role with some clinical commitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e66.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e28.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eMajor clinical role with some teaching commitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e42.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e18.090\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.006\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWhat are your main educational roles?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eDemonstrator\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e66.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eHealth Instruction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eMedication safety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eTeaching assistant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e66.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e28.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003eLecturer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e42.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e43.124\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHow many years of experience do you have teaching medical students, in any setting?\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e2 \u0026ndash; 5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e66.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e16.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e6 \u0026ndash; 10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e28.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 250px;\"\u003e\n \u003cp\u003e\u0026gt; 10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e57.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e11.286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.024\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u0026nbsp;\u003c/strong\u003eanalyses the association between prior knowledge and other factors, revealing a significant statistical relationship between nursing specialties and patient safety knowledge. Faculty members from the Medical-Surgical Nursing department demonstrated the highest prior knowledge (P \u0026lt; 0.001), indicating a stronger familiarity with patient safety concepts in this specialty. Additionally, teaching experience was found to be a crucial determinant of patient safety knowledge, with participants possessing more than 10 years of teaching experience exhibiting significantly higher competency levels (P = 0.024). These findings highlight the importance of both professional specialization and extensive teaching experience in enhancing faculty expertise in patient safety education.\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThis study assessed the alignment of the undergraduate nursing curriculum with WHO patient safety guidelines through a gap analysis. The findings reveal \u003cstrong\u003esignificant discrepancies in faculty knowledge, teaching methods, and curriculum content\u003c/strong\u003e, highlighting areas needing improvement to enhance patient safety education and better prepare students for clinical practice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFaculty Knowledge Regarding Patient Safety Topics\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study identified \u003cstrong\u003evariability in faculty knowledge\u003c/strong\u003e across different patient safety topics. Some faculty members demonstrated \u003cstrong\u003eadequate understanding\u003c/strong\u003e of teamwork and medical errors, while others showed deficiencies, particularly in risk management and infection control. The chi-square analysis revealed that \u003cstrong\u003efaculty specialization and teaching roles significantly influenced knowledge levels\u003c/strong\u003e, with faculty members in \u003cstrong\u003enursing administration and psychiatric nursing\u003c/strong\u003e displaying lower understanding.\u003c/p\u003e\n\u003cp\u003eA \u003cstrong\u003enotable gap\u003c/strong\u003e was found in \u003cstrong\u003einfection control knowledge\u003c/strong\u003e, with only a small proportion of faculty demonstrating strong prior understanding. The statistical analysis indicated a \u003cstrong\u003ecorrelation between years of experience and infection control knowledge\u003c/strong\u003e, suggesting that \u003cstrong\u003eprofessional exposure enhances expertise\u003c/strong\u003e. This underscores the \u003cstrong\u003eurgency of improving infection prevention training\u003c/strong\u003e in faculty development programs. This suggests that exposure to practical clinical environments may enhance patient safety awareness [1]. Additionally, participants with extensive teaching experience exhibited significantly higher levels of knowledge, reinforcing the role of professional experience in fostering expertise [8].\u003c/p\u003e\n\u003cp\u003eSeveral studies have explored the effectiveness of patient safety curricula in nursing education. \u003cstrong\u003efaculty knowledge and preparedness in patient safety significantly impact students\u0026rsquo; competency levels\u003c/strong\u003e, aligning with our findings that \u003cstrong\u003efaculty training directly correlates with knowledge dissemination\u003c/strong\u003e [3]. investigated the integration of WHO\u0026rsquo;s patient safety curriculum in nursing diploma programs and found that \u003cstrong\u003estructured training significantly improved students\u0026rsquo; confidence and clinical safety performance\u003c/strong\u003e. Their research aligns with our findings, reinforcing the importance of \u003cstrong\u003estructured patient safety education\u003c/strong\u003e. Further \u003cstrong\u003enursing students with targeted patient safety training exhibited better safety-related competencies\u003c/strong\u003e, supporting our recommendation for \u003cstrong\u003ecomprehensive integration of WHO guidelines into curricula\u003c/strong\u003e [20].\u003c/p\u003e\n\u003cp\u003eThe study represents that less than half of participants have good knowledge level regarding patient safety topics, more than one third of them have average knowledge, while the remaining percentage of them have poor knowledge level regarding patient safety topics. A previous research aligns with the current study findings revealed that the knowledge level of respondents was generally found to be low [21]. Additionally, other research findings reveals that nursing educators had lower level of knowledge regarding patient safety [22].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTeaching Methods and Curriculum Delivery\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study highlights a strong dependency on traditional lecture-based instruction, with relatively fewer instances of interactive and experiential learning strategies, such as simulation and role-playing. Given the emphasis placed by the World Health Organization on active learning methods to enhance patient safety competencies, the predominant use of passive teaching strategies presents a significant gap in nursing education [4]. The infrequent incorporation of simulation and problem-based learning underscores the necessity for curriculum modifications that integrate more engaging pedagogical techniques [9]. Implementing these methods would be instrumental in fostering critical thinking skills and improving clinical decision-making abilities among nursing students [16].\u003c/p\u003e\n\u003cp\u003eThe findings of this study are supported by existing literature emphasizing the benefits of interactive and experiential learning methods over traditional lecture-based instruction in nursing education. Research indicates that simulation-based education enhances patient safety competencies among nursing students, leading to improved clinical performance and problem-solving skills [5]. Similarly, problem-based learning (PBL) has been shown to positively impact nursing students\u0026apos; knowledge, attitudes, and perceptions regarding patient safety [9]. These studies collectively suggest that incorporating active learning strategies, such as simulation and PBL, into nursing curricula can effectively address the identified gaps and foster critical thinking and clinical decision-making skills.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFaculty Training and Support\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA substantial portion of faculty members indicated they had received \u003cstrong\u003eformal training in patient safety\u003c/strong\u003e through \u003cstrong\u003eworkshops and structured programs\u003c/strong\u003e. However, many expressed the need for \u003cstrong\u003efurther professional development\u003c/strong\u003e in \u003cstrong\u003erisk management, quality indicators, and statistical analysis using SPSS\u003c/strong\u003e. These findings emphasize the \u003cstrong\u003eimportance of ongoing training initiatives\u003c/strong\u003e to ensure faculty competency in delivering \u003cstrong\u003eeffective patient safety education\u003c/strong\u003e [3]. Similarly, previous research emphasized that nursing students with targeted patient safety training exhibited better safety-related competencies\u0026nbsp;[13].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAlignment with WHO Guidelines and Identified Gaps\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhile the curriculum covers some patient safety topics, \u003cstrong\u003egaps remain in essential areas\u003c/strong\u003e such as \u003cstrong\u003equality improvement methods, clinical risk management, and patient engagement\u003c/strong\u003e [4]. \u0026nbsp;WHO guidelines emphasize these as \u003cstrong\u003ecritical components of patient safety education\u003c/strong\u003e [2].The observed inconsistencies suggest that the \u003cstrong\u003ecurrent curriculum does not fully integrate WHO recommendations\u003c/strong\u003e, highlighting the need for \u003cstrong\u003estructured curriculum reforms\u003c/strong\u003e to ensure comprehensive coverage of all core patient safety domains [3].\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThis study highlights critical gaps in the patient safety curriculum for undergraduate nursing students, emphasizing the need for faculty training, pedagogical improvements, and curriculum restructuring. Addressing these gaps will ensure that nursing graduates are equipped with the necessary knowledge and skills to enhance patient safety in clinical practice, ultimately contributing to better healthcare outcomes.\u003c/p\u003e \u003cp\u003e \u003cb\u003ePractical Implications\u003c/b\u003e \u003c/p\u003e \u003cp\u003e Faculty Development Program: Implement structured faculty training workshops focused on WHO patient safety guidelines, risk management, and quality improvement to enhance teaching effectiveness. Integration of Interactive Teaching Methods: Expand the use of simulation, role-playing, and PBL to foster hands-on learning experiences that enhance students’ problem-solving skills and clinical judgment. Standardization of Curriculum Content: Align curriculum components more closely with WHO guidelines by incorporating underrepresented topics such as quality improvement, clinical risk management, and patient engagement. Enhanced Student Exposure to Patient Safety Practices – Strengthen clinical placements with structured patient safety training to ensure students gain practical, real-world experience applying safety protocols and procedures.\u003c/p\u003e \u003cp\u003e \u003cb\u003eLimitations of the Study\u003c/b\u003e \u003c/p\u003e \u003cp\u003eDespite the valuable insights gained, this study has several limitations. First, the sample size was limited to faculty members from a single private university, which may not be representative of all nursing education institutions. Future studies should include a more diverse sample from multiple institutions to enhance generalizability. Second, the study relied on self-reported data, which may introduce response bias. Participants might have overestimated or underestimated their knowledge and teaching practices. Using objective assessments, such as faculty evaluations and student feedback, could provide a more comprehensive understanding of faculty preparedness in patient safety education. Third, the study primarily focused on faculty perspectives and did not include direct assessments of student competency in patient safety. Future research should incorporate student evaluations and practical assessments to determine the effectiveness of existing teaching methods and curriculum coverage. Finally, while the study utilized a cross-sectional design, a longitudinal approach could provide deeper insights into how patient safety education evolves over time and its long-term impact on nursing practice. Tracking faculty training and student competency over multiple years could help identify trends and further inform curriculum improvements.\u003c/p\u003e "},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eCRediT\u0026nbsp;authorship\u0026nbsp;contribution\u0026nbsp;statement\u003c/strong\u003e\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u0026nbsp;\u003cstrong\u003eNoha Mohamed Rashed\u003c/strong\u003e: \u0026nbsp;Writing review \u0026amp; editing, writing original draft, Validation, Investigation, Formal analysis, Conceptualization.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eWafaa Abdelazeem Elhosany Dawood\u003c/strong\u003e: Writing original draft, Validation, Methodology, Conceptualization.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eKawther Abdel Ghafar Ali\u003c/strong\u003e: Writing review\u0026nbsp;\u0026amp;\u0026nbsp;editing,\u0026nbsp;writing\u0026nbsp; \u0026nbsp; \u0026nbsp;review\u0026nbsp;\u0026amp;\u0026nbsp;editing.\u0026nbsp;\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis\u0026nbsp;research\u0026nbsp;did\u0026nbsp;not\u0026nbsp;receive\u0026nbsp;any\u0026nbsp;specific\u0026nbsp;grant\u0026nbsp;from\u0026nbsp;funding agencies\u0026nbsp;in\u0026nbsp;the\u0026nbsp;public,\u0026nbsp;commercial,\u0026nbsp;or\u0026nbsp;not-for-profit\u0026nbsp;sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express a sincere thanks to all nursing managers who participated in this research work for their cooperation and positive response.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are not publicly available due confidentiality but are available from the corresponding author on reasonable request\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eControl trail Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Research Ethics Committee of the Nursing College, at Misr University for Science and Technology provided ethical permission for the study (NUR 3/3/20240 (35). Because the study conformed with all relevant laws, local regulations, and the ethical norms of the Declaration of Helsinki, the participants\u0026apos; rights and safety were safeguarded. Participants were provided with and asked to sign a voluntary informed consent form outlining the study\u0026apos;s purpose, procedures, potential risks,\u0026ensp;and benefits. The form went on to clearly state that participation would have no negative\u0026ensp;effects\u0026mdash;it was purely voluntary and could be withdrawn at any point. Before data collection, all participants received a comprehensive overview of\u0026ensp;the study and had the opportunity to ask questions and request clarification. Written informed consent was obtained\u0026ensp;from participants who agreed to participate in the study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration\u0026nbsp;of\u0026nbsp;competing\u0026nbsp;interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAyyad A, Baker NA, Oweidat I, Al-Mugheed K, Alsenany SA, \u0026amp; Abdelaliem SMF. Knowledge, attitudes, and practices toward Patient Safety among nurses in health centers. 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Nursing students\u0026rsquo; patient safety competencies in the classroom and clinical settings: a cross-sectional study. BMC Nursing. 2024; 23(1). https://doi.org/10.1186/s12912-024-01708-3.\u003c/li\u003e\n\u003cli\u003eJamshidi H, Maslakpak MH, \u0026amp; Parizad N. Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial. BMC Nursing. 2021; 20(1). https://doi.org/10.1186/s12912-021-00588-1.\u003c/li\u003e\n\u003cli\u003eHussain A, Rabie M, Abdlaty R, \u0026amp; Mahdy MM. Exploring the environmental health implications of invisible, unnoticeable, and overlooked mistakes in hospital design: a study in Egypt. \u003cem\u003eIOP Conference Series Earth and Environmental Science\u003c/em\u003e, 2024; \u003cem\u003e1283\u003c/em\u003e(1): 012007. https://doi.org/10.1088/1755-1315/1283/1/012007.\u003c/li\u003e\n\u003cli\u003eWang J, Bu L, Li Y, Song J, \u0026amp; Li N. The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 2021; 102, 104938. https://doi.org/10.1016/j.nedt.2021.104938.\u003c/li\u003e\n\u003cli\u003eGradi\u0026scaron;nik M, Fekonja Z, \u0026amp; Vrbnjak D. Nursing students\u0026rsquo; handling patient safety incidents during clinical practice: A retrospective qualitative study. Nurse Education Today. 2023; 132, 105993. https://doi.org/10.1016/j.nedt.2023.105993.\u003c/li\u003e\n\u003cli\u003eValen\u0026ccedil;a FRT, dos Santos Neto MF, Sacardo Y, Oliani DCMV, Santos ERd, Brienze VMS, Lima ARdA, Andr\u0026eacute; JC, \u0026amp; Paschoal VDA. A Scoping Review Protocol to Map Knowledge and Attitudes about Patient Safety among Students in Healthcare Undergraduate Courses. Nursing Reports. 2024; 14(3), 2014-2019. https://doi.org/10.3390/nursrep14030150.\u003c/li\u003e\n\u003cli\u003eYin D, Wu Z, Yokota K, Matsumoto K, \u0026amp; Shibayama S. Identify novel elements of knowledge with word embedding. PLoS ONE. 2023; 18(6), e0284567. https://doi.org/10.1371/journal.pone.0284567\u003c/li\u003e\n\u003cli\u003eCarayon, P., Wetterneck, T. B., Rivera-Rodriguez, A. J., Hundt, A. S., Hoonakker, P., Holden, R., \u0026amp; Gurses, A. P. (2013). Human factors systems approach to healthcare quality and patient safety. \u003cem\u003eApplied Ergonomics\u003c/em\u003e, \u003cem\u003e45\u003c/em\u003e(1), 14\u0026ndash;25. https://doi.org/10.1016/j.apergo.2013.04.023\u003c/li\u003e\n\u003cli\u003eDouglas KS, Hart SD, Webster CD, Belfrage H, Guy LS, \u0026amp; Wilson CM. Historical-clinical-risk management-20, version 3 (HCR-20V3): development and overview. 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Nurse Education Today. 2023; 121, 105666.\u0026rlm;\u003c/li\u003e\n\u003cli\u003eBrasaite I, Kaunonen M, Martinkenas A, Mockiene V, \u0026amp; Suominen T. Health care professionals\u0026rsquo; knowledge regarding patient safety. Clinical nursing research, 2017; 26(3): 285-300.\u003cspan dir=\"RTL\"\u003e\u0026rlm;\u003c/span\u003e\u003c/li\u003e\n\u003cli\u003eJang H, \u0026amp; Lee NJ. (2017). Patient safety competency and educational needs of nursing educators in South Korea. PLoS One. 2017; 12(9), e0183536.\u0026rlm;\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Clinical Risk Management, Curriculum Development, Clinical Risk Management, Faculty Training, Nursing Education, Patient Safety, Quality Improvement, WHO Guidelines","lastPublishedDoi":"10.21203/rs.3.rs-6645967/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6645967/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eIntegrating patient safety into nursing curricula\u0026ensp;is essential to ensure that students are equipped with the skills needed to safely deliver clinical practice. This study aimed to assess the extent to which the undergraduate nursing curriculum was aligned with\u0026ensp;World Health Organization (WHO) patient safety guidelines.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eDescriptive Comparative research design. This cross-sectional study was conducted at a Nursing College of a\u0026ensp;private university in Egypt. The protagonists in this story are the 48 faculty members teaching\u0026ensp;second\u0026mdash;to fourth-year nursing students. Data were collected using the WHO Patient Safety Curriculum Guide and a faculty questionnaire. Descriptive statistics and chi-square tests were used to collect data.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThere were major deficits in\u0026ensp;faculty knowledge of patient safety, teaching methods used to teach patient safety and curriculum structure. Key findings showed a predominance of traditional lecture-based instruction, infrequent training of faculty in patient safety, and inadequate curriculum coverage in areas such as quality improvement and clinical\u0026ensp;risk management.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eAddressing critical gaps in the patient safety curriculum for undergraduate nursing students requires targeted faculty training, educational enhancements, and curriculum restructuring. These measures aim to equip nursing graduates with essential skills to improve patient safety in clinical settings, thereby enhancing healthcare outcomes.\u003c/p\u003e","manuscriptTitle":"Gap analysis: Patient Safety Curriculum for undergraduate nursing students against WHO guidelines at bachelor’s degree","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-03 13:20:18","doi":"10.21203/rs.3.rs-6645967/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"fae59e8e-23c0-4c86-bb8a-05173b5b753e","owner":[],"postedDate":"June 3rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-09-04T19:23:21+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-03 13:20:18","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6645967","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6645967","identity":"rs-6645967","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}