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Patient safety is now gaining more attention not only in clinical setting but also in
academic. The patient safety should be introduced since in the academic process.

is very concerned about the topic so they publish the 
patient safety
curriculum guide for medical school. owever that guide also very useful for nursing
education. The purpose of this paper is to find out the patient safety topics, give an idea
of how to enter patient safety concepts into nursing education and provides examples of
the patient safety learning activities.
A literature review approach is used to develop the paper. Literatures mostly is
obtained from internet sources, however only literature from the credible sources is
assessed.
As results are: there are 7 learning categories introduced by Australian Patient
Safety Education Framework (a. communicate effectively, b. using evidence, c. adverse
events, d. working safely, e. being ethical, f. learning and teaching, g. specific issues)
and 11 major topics from 
(1. what is patient safety?, 2. what are human factors
and why is it important to patient safety?, 3. understanding systems and the impact of
complexity on patient care?, 4. understanding systems and the impact of complexity on
patient care? 5. being an affective team player, 6. understanding and learning from
errors, 7. introduction to quality improvement methods, 8. engaging with patients and
careers, 9. minimizing infection through improved infection control, 10. patient safety
and invasive procedures, 11. improving medication safety). Those patient safety topics
can be integrated into existing curriculum or as a standalone subject that could be
gradually delivered start from year 1 up to 4. The patient safety can be delivered
through lectures, skills laboratories, problem based learning, tutorial, clinical placement,
or electronic learning. 
 As conclusions are teaching the patient safety involves modifications to curricula
content, facilitation of multidisciplinary processes, and inclusion of theory and practice
that reflect critical inquiry into healthcare and nursing education systems to ensure
patient safety Furthermore, patient safety should be introduced to the nurse student
since in the beginning of education.

 Patient safety, nursing education, teaching strategy, nursing curriculum



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‰n 1999, the ‰nstitute of Medicine (‰
M) estimated that between 44,000 and
94,000 Americans die in hospitals each year due to medical error at a cost of over $29
billion (Effken & Carty, 2002). The center for Disease Control estimated that sepsis
arising from the insertion of central venous line affects up to 250,000 patients a year in
the United States, killing 15% or more (Freeth et al., 2005). Due that reason creating a
culture of safety in health care systems is a goal of leaders in the patient safety
(Neudorf et al., 2008).
The ‰nstitute of Medicine has brought public awareness to the growing issue of
medical errors with its focused research on the extent to which errors occur in
healthcare organizations. ith the important of patient safety now is growing awareness
so that many health institutions laid out a vision for how the healthcare system and
related policy environment must be radically transformed in order to close the chasm
between what we know to be good quality care and what actually occurs. hen it
comes to quality, we all know what a vital role nurses play ± and the challenges they
face ± in providing safe, high-quality patient care (McKesson Corporation, 2004).
Furthermore, McCutcheon et al. (2005) state as nurses constitute the largest segment
of care providers within healthcare systems, the potential impact of nurse on patient
safety is very large and ughes (2008) nurses are the health care professionals most
likely to intercept errors and prevent harm to patients.
The data below is shown on adverse events in health care from several
countries. From the data indicate that actions to reduce adverse events are urgent for
the health care systems.

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1 United States Acute care 30 195 1 133 3,8
( arvard Medical Practice hospitals
Study) (1984)
2 United States Acute care 14 565 475 3,2
(Utah-Colorado study) hospitals
(1992)
3 United States Acute care 14 565 787 5,4
(Utah-Colorado study)a hospitals
(1992)
4 Australia (Quality in Acute care 14 179 2 353 16,6
Australian ealth Care hospitals
Study) (1992)
5 Australia (Quality in Australia 14 179 1 499 10,6
Australian ealth Care (Quality in
Study)b Australian

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 % $  $    
&
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ealth Care
Study) (1992)
6 United Kingdom Acute care 1 014 119 11,7
hospitals
(1999-2000)
7 Denmark Acute Care 1 097 176 9,0
hospitals
(1998)
Source: 
, Executive Board 109th session, provisional agenda item 3,4,5 December 2001, EB 109/9

Reducing adverse events and improving the quality of health care for the
community can be achieved with well-prepared health care workers who have the
intention to and are ready to work safely. ealth care workers who are educated and
trained to work together can reduce risks to patients, themselves and their colleagues
and when they manage incidents proactively and maximize opportunities to learn from
adverse events and near misses.
rganizations also have a responsibility to provide the
appropriate systems and support to enable their workforce to learn and apply the skills
and knowledge required for patient safety (ACSQ C, 2005).
The paragraph above indicates that patient safety is everybody¶s business, this
including the students such as medical student as well as nursing students (Seiden et
al., 2006). Nursing students can be involved in events that contribute to the harm of a
patient. Adverse events involving medications are common during students¶ clinical
learning experiences. Beginning students are surprised to learn that the healthcare
system is experiencing a vulnerable system syndrome and students expect that illness
and injury will be alleviated, not introduced, in healthcare settings (Neudorf et al. 2008).
According Neudorf et al. (2008) the nursing education system has a responsibility
to alert nursing students to the realities of healthcare systems and to prepare them to
practice with the competencies necessary to make surveillance, reporting, and
analyzing common practice. This article will describes example how to integrating
patient safety in the learning process for undergraduate nursing program, the patient
safety topics, and patient safety teaching strategies.
The purpose of this paper is to find out the patient safety topics, give an idea of
how to enter patient safety concepts into nursing education and provides examples of
the patient safety learning activities. A literature review approach is used to develop the
paper. Literatures mostly is obtained from internet sources, however only literature from
the credible sources is assessed.


  

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Patient safety is a relatively new discipline and producing any new material into
existing medical curriculum is always challenging, this include what should be taught?
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ho should teach teach it? here and how will it fit in with the rest of the curriculum?
hat does it replace? (
, 2009). The ‰
M (The institute of Medicine) define the
patient safety is ³the prevention of harm to patients´ (Mitchell, 2008). Emphasis is
placed on the system of care delivery that (1) prevents errors; (2) learns from the errors
that do occur; and (3) is built on a culture of safety that involves health care
professionals, organizations, and patients (Clancy in Mitchell 2008).
‰n line with Clancy¶s definition of patient safety, the A RQ (2001) define the
patient safety as a type of process or structure whose application reduces the
probability of adverse events resulting from exposure to the health care system across a
range of diseases and procedures. This definition is consistent with the dominant
conceptual framework in patient safety, which holds that systemic change will be far
more productive in reducing medical errors than will targeting and punishing individual
providers. The definition¶s focus on actions that cut across diseases and procedures
also allowed the research team to distinguish patient safety activities from the more
targeted quality improvement practices

(2009) define that patient safety is a broad subject incorporating the latest
technology such as electronic prescribing and redesigning hospitals and services to
washing hands correctly and being a team player. Furthermore patients are not only
harmed by the misuse of technology, they can also be harmed by poor communication
between different health-care providers or delay in receiving treatment.
Mitchell (2008) classified the type of errors and harm regarding domain of where
the errors and harm occurred across the spectrum of health care providers and settings,
they are:
1. Latent failure²removed from the practitioner and involving decisions that affect
the organizational policies, procedures, allocation of resources
2. Active failure²direct contact with the patient
3.
rganizational system failure²indirect failures involving management,
organizational culture, protocols/processes, transfer of knowledge, and external
factors
4. Technical failure²indirect failure of facilities or external resources
‰n conclusion is patient safety is an important component of high quality health care.
Nurses are having a critical role to the surveillance and coordination to reduce patient
harm.

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The Australian Council for
National Patient Safety Education
NPSF has been adopted by 

for medical school (
, 2009)
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Safety and Quality in ealth Care published the
Framework (NPSF) (ACSQ C; 
, 2009). The
in developing the curriculum guide on patient safety
and also useful for developing the curriculum for

 

 

 

   







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nursing education, and it has been used by the School of Nursing (Gregory, 2008; The
Australian Commission on Safety and Quality in ealth Care (ACSQ ), 2005). NPSF
published in 2005, the framework is a simple, flexible, and accessible template
describing the knowledge, skills, and behaviors that all health-care workers need to
ensure safe patient care. The framework is divided into level of knowledge, skills, and
behaviors depending on a person¶s position and clinical responsibility in an organization
(
, 2009). The following are competencies in NPSF plus 
topics in order to
provide safe care:

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Communicating effectively
‰nvolving patients and careers as partner in health care yes Topic 8
Communicating risk yes Topic 6
Communicating honestly with patients after an adverse event yes Topic 8
(open disclosure)

btaining consent no ighly likely
already
covered
Being culturally respectful and knowledgeable yes Topic 8
‰dentifying, preventing and managing adverse events and near
misses
Recognizing, reporting and managing adverse events and near yes Topic 6,7
misses
Managing risk yes Topic 6
Understanding health care errors yes Topic 1,5
Managing complaints yes Topic 6,8
Using evidence and information
Employing best available evidence-based practice no
Using information technology to enhance safety no
orking safely
Being a team player and showing leadership yes Topic 4
Understanding human factors yes Topic 2
Understanding complex organizations yes Topic 3
Providing continuity of care Not directly
covered
Managing fatigue and stress yes Topic 2, 6
Being ethical
Maintaining fitness to work or practice yes Topic 6
Ethical behavior and practice yes Topic 1,6

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Continuing learning 
orkplace learning no
orkplace teaching no
Specific issues
Preventing wrong site, wrong procedure and wrong patient yes Topic 10
treatment
Medicating safely yes Topic 11
‰nfection control (not part of Australian framework) yes Topic 9
Source: 
(2009). 
patient safety curriculum guide for medical schools

hile NPSF divide the patient safety into 7 learning areas (categories), 
(2009)
divided the patient safety curriculum into 11 topics, those are:
1. hat is patient safety?
2. hat are human factors and why is it important to patient safety?
3. Understanding systems and the impact of complexity on patient care?
4. Understanding systems and the impact of complexity on patient care?
5. Being an affective team player
6. Understanding and learning from errors
7. ‰ntroduction to quality improvement methods
8. Engaging with patients and carers
9. Minimizing infection through improved infection control
10. Patient safety and invasive procedures
11. ‰mproving medication safety.

‰n addition to the framework above that published by 
(2009) and NPSF (2005),
the Canadian Patient Safety ‰nstitute (CPS‰) propose the development of the Canadian
Safety Competencies Framework. The draft Canadian framework consists of six
domains, those are:
1. Contribute to a culture of patient safety.
2. ork in teams for patient safety.
3. Communicate effectively for patient safety.
4. Manage safety risks.
5.
ptimize human and environmental factors.
6. Recognize, respond to and report adverse events.

Sandars et al. (2007) also identified the areas of patient safety topics are
approaches to increase knowledge of patient safety including the causes and
frequency, to develop willingness to take responsibility, to develop self awareness of the
situation when patient safety is compromised, to develop communication skills

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especially inter-personal, and develop team working skills and Anderson et al. (2009)
add topics about safe prescribing and procedures and skills for dealing with the
outcomes of errors. The topics of safe prescribing may be more appropriate for the
medical students. Topics mentioned above can be a guide in developing curriculum
related to patient safety.

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 The early step in integrating the patient safety into curriculum is to review the
curriculum for patient safety learning. The steps in reviewing the curriculum are: 1)
‰dentify the learning outcomes for patient safety, 2) know what is already in the medical
curriculum. Before new material is introduced into a curriculum it is important to know
what curriculum already exist as well as student¶s clinical experiences in the hospitals
and/or the different clinical environment. Getting a picture of existing material in the
medical curriculum is necessary to identify those opportunities for enhancing patient
safety teaching. 3) Build on what is already in the curriculum. A good approach to
patient safety education is to enhance existing parts of the curriculum or integrate the
patient safety education into overall curriculum rather than see patient safety as a new
subject to teach (Moamary, 2010; 
, 2009).
 The field of patient safety is also very broad. Given this breadth and the need for
contextualizing patient safety principles, there are many opportunities to incorporate
effective patient safety education into existing sessions (Moamary, 2010; Sandars et al.,
2007). ‰f the curriculum in the school is traditional, the knowledge and performance
requirements of patient safety are best taught in later years when students have more
knowledge of the clinical disciplines, exposure to patients and clinical skills training. The
context for the knowledge and performance requirements should match the students
ability to put into practice their new knowledge. ‰ntroductory patient safety knowledge
can still be included in the early years in subject such as publich health, epidemiology,
ethics or other behavioral science-based subjects (
, 2009).
There suggestion if the curriculum is integrated and students are taught clinical
skills from the first year, then patient safety topics are best introduced early and
vertically integrated throughout the entire course (Sandars, 2007). This provides
opportunities to reinforce and build upon earlier learning. Furthermore any clinical
discipline can potentially house of a patient safety topics if a sample care is part of the
session and is relevant to that discipline. (
, 2009).
Many School of Medicine or School of Nursing already integrate patient safety
into their curriculum, just for example is College of Medicine, King Saud bin Abdulaziz
University of ealth Sciences (KSAU- S). This College of Medicine uses the 

patient safety framework in their curriculum. They integrate the 11 topics of 

patient safety in their curriculum (Moamary, 2010).

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 ‰n College of Medicine KSU- S, the early steps in implantation included
identifying learning outcomes, mapping patient safety to existing curriculum and the
assessing capacity within the faculty to deliver the patient safety curriculum and
engaging in capacity building work. Decision regarding delivery of patient safety
material will depend on the nature and content of existing curriculum, which is matched
to current educational formats. The number of topics covered is increased over time to
ease implementation. Some aspect of patient safety linked in well with existing subjects
and can be incorporated into existing sessions, patient safety in incorporated mostly in
the professional development themes (Moamary, 2010).
A topic in patient safety may be taught not only in one subject, rather can be
taught in several subjects. owever, some areas of patient safety are relatively new to
medicine and may not be easy to graft onto an existing sessions and hence are likely to
need own time slot in the curriculum (
, 2009). Furthermore 
(2009) suggest
that broad knowledge of patient safety principles can still be effectively introduced in the
early years. The topics that suitable for early introduction include (i) what is patient
safety, (ii) introduction to human factors engineering, and (iii) systems and complexity in
health care.


  

 
   
The learning domain in patient safety including: knowledge, skills, and behaviors
(Mayer et al., 2009). May each topic in patient safety have different learning domain and
also some of the topics may be already be covered in nursing curriculum. From the
study of Seiden et al. (2006) shows the types of harm can be prevented by students
included averting non-sterile conditions, missing medications, mitigating exposure to
highly contagious patients, and respecting patients¶ do not resuscitate´ requests.
Patient safety education can be meaningful to students by placing the principle in
the context with their current and future practical role, using relevant examples of safety
and giving students an opportunity to practice their patient safety knowledge and skills.
The experiences of College of Medicine KSAU- S in patient safety education activities
including lectures, ward round-based teaching, small group learning, case based
discussion, independent study, patient tracking, role play, simulation, and undertaking
improvement projects. Each of these has benefits and challenges and different methods
are appropriate for different learning goals (Moamary, 2010)
Below are examples of education activities that can be used to deliver the patient
safety topics:
    
A lecture is an oral presentation intended to present information or teaches people
about a particular subject. Topic about the concepts is relevant in lecture. Any
clinical discipline can potentially house a patient safety topic if a sample case is part
of the session and is relevant to that discipline (
, 2009). Although the main

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 focus of the session is not a patient safety topic, elements of patient safety
education are weaved into the session. For this to occur, session objectives should
include an element of patient safety.

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Clinical placement is very relevant to practice patient safety. Clinical placement may
offer opportunities to practice performance elements of patient safety, it is important
that good habits be developed early. As Seiden et al (2006) stated that the students
often observe the error in clinical setting, so student should be educated with how to
prevent error in the clinical setting. Clinical placement may provide opportunities for
students to learn about and practice the following patient safety performance
elements:
X Communicating risk
X Asking permission
X Accepting refusal
X Being honest with patients
X Empowering patients-helping patients be active participants in their own care
X Keeping patients and relatives informed
X and hygiene
X Patients-centered focus during history taking and physical examination
X Clinical reasoning-diagnostic error, consideration of risk benefit ratio of
procedures, investigation and management plans.
£ ." 
   

nline activities can be used to teach patient safety topics. The activities here can
be assignments, searching the evident, or may be as a useful tool to discuss the
patient safety topics with the resource person. Another example is students are
assigned to identify learning needs of patients/clients she/he is assigned to that day
and to search for web sites that address that needs (Day, 2007). The patient safety
issues can be included as the learning needs.
/ .

   
Teaching that occurs in the context of ward rounds or in bedside teaching sessions.
As the patient safety issues are everywhere in the clinical environment, thus this
ward based teaching provides one of the best opportunities to teach and observe
history and examination skills as well as communication and interpersonal skills.
owever often the teacher is lack of time due to work pressure or lack of knowledge
of how to incorporate patient safety topics into bedside teaching.
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Learning done in the setting of a small group, usually with a tutor. The main feature
is student participation and interactivity, used in relation to a particular problem, with
student to be responsible for own learning (
, 2009).

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Many topics on patient safety can be as a case to be discussed in problem-based
learning. 
(2009) suggests that the best learning occurs when the case study
used reflects local experiences. For PBL session the clinical case needs to be
written in a way that promotes curiosity and discussion relating patient safety. ‰n
addition to a well written case, clearly stated learning objectives help keep students¶
discussion on the intended path.

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3"""

 
‰nvasive procedures have the potential to harm patients. Procedure can cause harm
trough complications, pain, and emotional distress, not being effective and not being
necessary in the first place. ‰ntegrating patient safety education with procedural skills
training at an undergraduate level will help students to be mindful of their
responsibilities to patients when embarking on invasive procedures. Some of the
patient safety topics that relevant for all procedures (
, 2009):
1. The learning curve. Understand that an inexperienced clinician is more likely to
cause harm and/or fail a procedure compared to an experienced clinician. hat
strategies can be used to help minimize harm while still allowing for learning to
take place: for example, the role of careful preparation, planning, background
knowledge, observation of others performing the procedure, simulation,
supervision, feedback and follow up patients.
2. hat is the required background knowledge to acquire about a procedure before
undertaking that procedure
3. Sterile precaution
4. Communicating risk
5. Correct patient identification, correct site, correct patient
6. Follow up of test result
And bellow is the patient safety knowledge and skills applied to performance of specific
procedures:
1. Common problems/hazard/traps, trouble shooting
2. Common and serious complications and how to minimize
3. Advice for patients regarding follow-up
4. Equipment familiarity
5. Specific application of broad patient safety topics

Below is the sample from the University of Florida College of Nursing, in how to
integrate the patient safety into check list of skills laboratory.

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 Students will check off individually and have 10 minutes to perform
NE of the
injection procedure selected at random by the faculty:
l Verifies correct patient l ‰ntroduction to the patient
l ashes hands (may verbalize) l ‰nquires about history of allergies

‰nsulin SQ injection Administration with mixed insulin:

l verifies order prior to administration l demonstration sheath use (if syringe has
sheath)
l verifies the 5 rights l chooses correct site for administration
(faculty choice)
l

  
   l Dons clean gloves l correctly prepares vial
l correctly cleanses site (circular motion from center) l adds correct amount of air to
both vials (NP vial first)
l correctly administer injection l withdraws correct amount of regular insulin first
l correctly disposes sharps and contaminated material l withdraws correct amount of
NP insulin second
l verbalize the need to wash hands (does not contaminate NP vial)
l correctly documents injection admin on MAR l demonstrate safe recap

Need to retake l YES l N

* Drawing up incorrect dose= automatic check off failure
* ‰njection incorrect site = automatic check off failure
* Recapping used needle= automatic check off failure

Another example is using the patient simulation in teaching the patient safety.
She explains that use of the patient simulator as an instructional strategy holds great
promise for nursing education. Simulation can become an integral part of nursing
education because of its ability to improve patient care and patient safety. No live
patients are placed in jeopardy at the expense of the learner. Simulation provides
standardization of cases, promotes critical thinking, allows mastery of patient care,
provides immediate feedback, and helps students integrate knowledge and experience.
‰t is an ideal synthesis learning experience for patients safety (Durham & Alden, 2008).
Those two writers also state that the use of simulation as a teaching strategy can
contribute to patient safety and optimize outcomes of care, providing learners with
opportunities to experience scenarios and intervene in clinical situations within a safe,
supervised setting without posing a risk to a patient.

 4  3

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 A project work for students can be used to teach patient safety. The activities such
as the teacher assigns student to observe the clinical setting regarding the patient
safety issues.
-
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Simulation is defined as an educational technique that allows interactive, and at
times immersive activity by recreating all or part of clinical experience without
exposing patients to the associated risks. A number of different simulation modalities
are available, including (
, 2009):
X Screen-based computer simulators
X Low tech models or mannequins used to practice simple physical maneuvers
X Standardized patients (patient actors)
X Sophisticated computerized (realistic) full body patient mannequin simulators
X Virtual reality devices
5
 
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Practical workshop can be designed for incorporating patient safety issues are the
realistic situations that mirror many real-life challenges that can emerge from the
scenario. 
(2009) gives an example knowing what to do in an emergency
situation is different from actually doing it, especially when working as part of a team.
The real elements introduced are time pressure, stress, teamwork, communication,
equipment familiarity, decision-making in action and knowing the environment.
" "

Role-play is learning how to best handle a situation by practicing interactions and
trying out different approaches. Role play allows student to act out of roles of health
care professional in particular situation. Students may act out situations, problems,
and issues in a safe setting and develop skills that promotepatient safety.
+! ( 
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Mayer et al. (2009) dan Sandars et al. (2007) emphasized that interprofessional
education should be a cornerstone of curricula for health science students and that
interprofessional education should be introduced early in the educational process
Anderson et al (2009) stated although students more comfortable when study
alongside other medical students, those who learned with other disciplines such as
nursing students, gained added values from the interaction and were able to frame
thinking more clearly within the context of safe interprofessional team working. ‰n
addition, students need to both understand and experience firsthand the fact that
³interprofessional learning consists of more than just sharing the same learning
environment: it involves acquiring an understanding of the knowledge based, values,
and ethos of like-minded individuals and developing respects for each others¶
contribution to the learning process so that the patients outcome are more likely to
receive safe, quality care (Mayer, 2009, Gregory, 2008)
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 Study undertaken by the student on their own, e.g assignment work, essay

*"
As conclusions are teaching the patient safety involves modifications to curricula
content, facilitation of multidisciplinary processes, and inclusion of theory and practice
that reflect critical inquiry into healthcare and nursing education systems to ensure
patient safety Furthermore, patient safety should be introduced to the nurse student
since in the beginning of education.


    
ACSQ C The Australian Council for Safety and Quality in ealth Care. (2005). National
Patient Safety Education Framework. Canberra: Australia. Retrieved July 25,
2010 from http://www.safetyandquality.org/framework0705.pdf

A RQ- Agency for ealthcare Research and Quality. (2001). Making ealth Care
Safer: A Critical Analysis of Patient Safety Practices- Evidence
Report/Technology Assessment No. 43. Rockville: U.S. Department of ealth
and uman Services. Accessed at 09 August 2010 from: www.ahrq.gov

Anderson, E., Thorpe, L., eney, D., & Peterson. (2009). Medical students benefit from
elarning about patient safety in an interprofessional team. Medical Education.
43: 542-552.

Day, L. (2007). ebsite evaluation exercise. Accessed at 1
ctober 2010 from

http://www.qsen.org/search_strategies.php?id=40

Durham, C. ‰

   

   
  

 
 

   

 
 
 The University of North Carolina at Chapel ill.

Durham, C.F., & Alden, K.R. (2008). Enhancing Patient Safety in Nursing Education
Through Patient Simulation in 

 
    

     
 !      Ronda, G. . (editor). Rockville: Agency for ealthcare
Research and Quality U.S. Department of ealth and uman Services.

Effken, J.A., & Carty, B. (2002). The era of patient safety: ‰mplications for nursing
informatics curricula. Journal of Am Med ‰nform Assoc. 120-123.

Freeth, D., ammick, M Reeves S. Koppel ‰, Barr . (2005). Effective interprofessional

education-Development, Delivery, and Evaluation.
xford: Blackwell Publishing.

Gregory, D. (2008). Patient safety and the management of adverse health event
education curriculum. A Background Paper Prepared for the Task Force on

c

  

  
  
 
   






 

 Adverse ealth Events December 2nd 2008. Accessed at 8 August 2010 from
http://www.gov.nl.ca/ahe/additions/index.html

ughes, R.G. (2008). Patient Safety and Quality: An Evidence-Based andbook for
Nurses. A RQ Publication No. 08-0043. Rockville: Agency for ealthcare
Research and Quality U.S. Department of ealth and uman Services.

Mayer, D., Klamen, D.L., Gunderson, A., Barach, P. (2009). Designing a patient safety
undergraduate medical curriculum: The Telluride interdisciplinary roundtable
experience in c"  #   $ %21 (1), 52-58.

McCutcheon, A.S., Macphee, M., Davidson, JM., Doyle-aters M., inslow, . (2005).


   &

 
    
  Canadian ealth Services
Research Foundation.

McKesson Corporation. (2004). Patient safety and Nursing: Transforming the ork
Environment with Technology. A hite Paper.

Mitchell, P. . (2008). Defining Patient Safety and Quality Care in 

 
  
 

       !      Ronda, G. . (editor).
Rockville: Agency for ealthcare Research and Quality U.S. Department of
ealth and uman Services.

Moamary, M. A. (2010). ‰ntegrating Patient Safety in Undergraduate Medical Curricula.

4th Medical Career Day Publication-No. 1. King Saud bin Abdulaziz University for
ealth Sciences. Mohamed Al Moamary (Edtr). Accesed at 20 July 2010 from
www.mcd4.org

Neudorf, K., Dyck, N., Scott, D., & Dick, D.D. (2008). Nursing Education: A Catalyst for
the patient safety movement. 

" 

11. Pp: 35-39.

Sandars, J., Bax, N., Mayer, D., ass, V., Vickers, R. (2007). Educating undergraduate
medical students about patient safety: priority areas for curriculum development..
short communication. Medical Teacher. 29:60-61

Seiden, S.C., Galvan, C., Lamm, R. (2006). Role of medical students in preventing
patient harm and enhancing patient safety in  

 
   

"
15: 272-276

University of Florida. Curriculum Components on Patient Safety. Accesed at 10 July

2010 frommedinfo.ufl.edu:8050/faculty/flc/nursing/nursing.ppt


. (2009). 
Patient safety curriculum guide for medical schools. Jeneva.

Accessed at 10 August 2010, from
www.who.int/patientsafety/education/curriculum/who_mc_topic-1.pdf
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