Educação em enfermagem e segurança do paciente: estudo multicêntrico sobre práticas de ensino-aprendizagem em instituições de ensino superior

Abstract

Introduction: Teaching–learning strategies that integrate theory and practice are essential for safe nursing education; however, comprehensive studies analyzing the content and students’ exposure to patient safety throughout undergraduate training remain scarce. Objective: To analyze teaching–learning strategies in patient safety and their association with the perception of professional preparedness among undergraduate nursing students in higher education institutions in Brazil. Methodology: This study was conducted in two stages: (1) a methodological study for the development and validation of an instrument to assess teaching–learning strategies related to patient safety; and (2) a cross-sectional study carried out in five Brazilian public universities and one community-based university, involving 335 nursing students. Content validity was assessed by 10 expert judges and 30 nursing students. The instrument was applied to 195 nursing students between January and February 2025. Data collection for the cross-sectional study occurred between March and June 2022025, using the instrument validated in Stage 1. Data analysis included descriptive statistics, the chi-square test with Cramer’s V, and binary logistic regression to identify factors associated with students’ perceived preparedness for safe practice, with a significance level of p < 0.05. Results: Stage 1: The instrument comprised 28 items distributed across two factors, with a content validity coefficient of 0.91 and adequate factorial structure (KMO = 0.84; Bartlett’s test p < 0.001). Parallel analysis supported the retention of two factors. Stage 2: Perceived preparedness was positively associated with the inclusion of pressure injury prevention (p = 0.042), patient safety legislation (p = 0.008), incident reporting (p = 0.033), and the use of teaching–learning strategies such as flipped classroom (p = 0.027) and dramatization (p = 0.028). Conclusion: The use of teaching–learning strategies to address patient safety content positively impacts the perception of professional preparedness. Furthermore, the use of validated instruments supports the planning, evaluation, and improvement of patient safety education in higher education.