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Supplemental material, sj-pdf-1-gqn-10.1177_23333936221094857 for Exploring Nurses’ Perceptions of Medication Error Risk Factors: Findings From a Sequential Qualitative Study by Georgios Savva, Evridiki Papastavrou, Andreas Charalambous, Stavros Vryonides and Anastasios Merkouris in Global Qualitative Nursing Research

Background: There is evidence that patient safety in nursing curriculums is not well incorporated. This does not to allow students to develop strong competences to support patient safety throughout their professional life. Aims: To explore the perspectives of undergraduate nursing students, among Greece and Cyprus populations, regarding their knowledge and attitudes on patient safetyrelated issues and missed care. Methods: A descriptive comparative study was conducted with third and fourth-year undergraduate nursing students from Cyprus (n=243) and Greece (n=481). All students were surveyed using the a) 34-item Health Professional Education Patient safety Survey (H-PEPSS) to describe students’ knowledge in the classroom and clinical setting and b) the 23-items Health Care Professionals Patient safety Assessment Curriculum survey (HPPSACS), which evaluates attitudes and c) a brief questionnaire to explore their understanding of missed care. Results: Students’ knowledge about patient safety was expressed significantly higher (p< 0.001) in classroom (mean=4.0), comparing to the clinical setting (3.7) (1-5 scale). The knowledge in the dimension “clinical aspects” was valued the highest and the dimension “Working in teams” was valued the lowest. Regarding the attitudes, the lower was reported in the topic “denial” (mean 2.1) (1-5 scale). Also, differences were recorded between countries with Cyprus reported higher level of knowledge than Greece students in most of dimensions. One third of all the students reported body hygiene as missed care incident Conclusions: The findings indicated the gap between theory and practice and the need of collaboration of the two settings. Also, the highest score in “Clinical aspects” (in both settings) reflect the fact the nursing education tend to cite on technical issues, whereas fewer tend to the more sociocultural aspects of patient safety. Relevance for nursing science in Europe: Under the absence of EU directives or curriculum guidelines on how patient safety training to be incorporated into the curriculum, study reveals important points, both theoretically and clinically, about patient safety training in two EU countries. Further research to define and update the syllabus is needed, to ensure pre-registration nursing students become engaged and therefore prepared to sustain a culture of safety.

Supplemental material, sj-docx-1-smo-10.1177_20503121211042211 for A pretest–posttest pilot study for the development and preliminary validation of a tool for the clinical assessment of radioiodine induced sialadenitis by Andri Christou, Evridiki Papastavrou, Anastasios Merkouris and Andreas Charalambous in SAGE Open Medicine

Incorporating patient safety principles into preregistration nursing curriculum is necessary to support widespread adoption of safe practice. Although patient safety has been discussed on a European and global level in emphasizing the importance of socio-cultural competencies, students’ perception and the extent to which patient safety elements are addressed in the curriculum is unclear and hidden. To understand the current status of patient safety awareness among pre-registration nursing students, in the classroom and clinical setting, a descriptive-comparative study was conducted with three and four-year undergraduate nursing students from Greece and Cyprus (n=485) during the 2017-2018 academic year. All students were surveyed using a 34-item Health Professional Education Patient safety Survey (H-PEPSS), (Likert scale 1=fully disagree to 5=fully agree), to assess students’ learning in both settings and how broader patient safety issues are addressed in the nursing curriculum. The results showed that students expressed the highest level of confidence in the classroom (mean=4) compared with the clinical setting (mean= 3.7). The clinical aspects exhibited the highest level of confidence in both settings while the least level of confidence expressed was in the topic “working in teams”. A statistically significant positive correlation was seen between the classroom and clinical settings for all seven patient safety topics. Students’ confidence in what they were learning regarding patient safety increase significantly from 3 year to 4 year students in the topics of “clinical aspects” and “managing safety risks”. The mean score for patient safety issues addressed was 3.6. The findings showed that deficits exist in adequately preparing undergraduate students with the skills related to patient safety issues. The study illustrated the value of collaboration between the two settings. The highest score in the topic of ‘’clinical safety’’ (in both settings) which was primarily on hand hygiene and infection control, may reflect the fact that nursing education tends to focus on clinical safety issues, rather than the more sociocultural aspects of patient safety