EFFECTIVENESS OF EDUCATIONAL INTERVENTIONS TO DEVELOP PATIENT SAFETY KNOWLEDGE, SKILLS, BEHAVIORS, AND ATTITUDES IN NURSING STUDENTS - INTERNATIONAL STUDY.

Abstract

Background: Patient safety education is a foundational component of quality nursing practice. Adequately trained nurses are essential to prevent harm and ensure effective, ethical, and responsive healthcare delivery.

Aim: This study aimed to assess and compare the effectiveness of educational interventions on the development of patient safety knowledge, skills, attitudes, and behaviors among nursing students in Georgia and Estonia.

Methods: A cross-sectional quantitative study design was employed. Data were collected from 269 nursing students: 216 from Georgia (197 vocational, 19 undergraduate) and 52 from Estonia (9 undergraduate, 43 graduate). Structured questionnaires with closed and open-ended questions were used. Descriptive and inferential statistics were analyzed using IBM SPSS, and thematic analysis was conducted for qualitative responses.

Results: The findings identified associations between Georgian and Estonian nursing students in clinical experience, educational exposure, and self-assessed competence in patient safety. In Georgia, 28% of vocational students had no clinical experience, while 42% of Estonian undergraduates reported three years of clinical practice. Georgian vocational education primarily relied on lectures (41%), whereas Estonian programs incorporated more simulation-based training (65%) and interactive seminars. Post-intervention self-assessments showed notable improvement in perceived knowledge, with Estonian students exhibiting the greatest gains. Teamwork, infection control, and critical thinking were the most frequently reported competencies. Behavioral change post-training was reported by 93% of Georgian undergraduates and all Estonian respondents. However, 25% of Georgian vocational students did not recognize attitudinal shifts despite reporting skill development. Students across all programs expressed a desire for more practical training and diverse educational methods.

Conclusion: Estonian nursing education demonstrates greater integration of experiential learning and critical self-reflection, fostering stronger patient safety competence. Georgian vocational programs require modernization and curricular reform to align with international patient safety standards. Prioritizing interactive, simulation-based, and case-oriented learning can significantly enhance nursing education outcomes in Georgia.