ArticleRevista brasileira de enfermagem2025
Teaching-learning strategies on patient safety in higher education institutions: a scoping review.
Article in Revista brasileira de enfermagem, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Building Skills in Infection Prevention Through Simulation: Insights from Nursing Students in Brazil and Peru.Nursing reports (Pavia, Italy) · 2026Article
- Effectiveness of highand medium-fidelity simulation in nursing education: randomized controlled trial.Revista brasileira de enfermagem · 2026Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesto map the scientific production on teaching-learning strategies related to patient safety in higher education institutions across Nursing, Pharmacy, Medicine, and Dentistry programs.
methodsthis scoping review follows the Joanna Briggs Institute (JBI) guidelines and the PRISMA Extension for Scoping Reviews recommendations. The selection of studies was performed using databases, grey literature, and reverse searching, conducted by two independent and blinded reviewers.
resultsnineteen studies were included, the majority of which were conducted at the undergraduate level, primarily among nursing students. The identified teaching-learning strategies included clinical simulation, courses, competency assessment, and expository methods. Additional strategies employed were workshops, structured objective clinical examinations, flipped classrooms, team testing, questionnaire applications, dramatization, and games.
conclusionsthe most commonly used teaching-learning strategies were clinical simulation and courses on patient safety.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.