Tab. II.

Data extraction table.

Author(s) and year of pubblication	Title	Materials and methods	Main findings	Conclusions
Alquwez, et al. (2019)	A multi-university assessment of patient safety competence during clinical training among baccalaureate nursing students: a cross-sectional study	Descriptive, cross-sectional, multi-university study	The percentage of agreement on the items of the health professional education in patient safety survey ranged from 61.5-76.5%. The dimension “understanding human and environmental factors” received the highest perceived competence, whereas the dimension “working in teams” received the lowest competence. Significant differences in students’ patient safety competence from different universities were reported. Male students perceived their competence in “working in teams” higher than the female students. Students in their internship year had significantly higher levels of competence in all the six dimensions of the health professional education in patient safety survey than students in the third- and fourth-year levels	Saudi nursing students have positive perceptions towards their patient safety competencies. Significant differences were found in the patient safety competence of nursing students between universities, gender and year of study
Christensen (2018)	Are clinical instructors preventing or provoking adverse events involving students: a contemporary issue	Contemporary issues	This article proposes a framework to begin to understand nursing student error prevention, with the aim to assist clinical instructors, nursing faculty, and nursing leaders in addressing an unrecognized aspect of adverse events. If the three levels of disease prevention (primary, secondary, and tertiary) are adapted to understand nursing student error prevention, then the following framework emerges: a) primary prevention: creating a safe learning culture; b) secondary prevention: reducing the negative impact of errors on students; c) tertiary prevention: participating in systemic efforts to reduce the established probelm	Clinical instructors have the capacity to create a safe learning culture, guide their students through the experience of making an error, and participate in processes that reduce them in the future
Usher, et al. (2017)	Self-reported confidence in patient safety knowledge among Australian undergraduate nursing students: a multi-site cross-sectional survey study	Multi-site, cross-sectional study used a web-based survey	Participants were most confident in their learning of clinical safety skills and least confident in learning about the sociocultural dimensions of working in teams with other health professionals, managing safety risks and understanding human and environmental factors. Only 59% of students felt confident they could approach someone engaging in unsafe practice, 75% of students agreed it was difficult to question the decisions or actions of those with more authority, and 78% were concerned they would face disciplinary action if they made a serious error	Patient safety voice develops and strengthens over nursing students’ course of study and clinical placements, however it is concerning that a large proportion of students express difficulty in questioning the decisions or actions of those in authority positions and concerns about disciplinary action if errors are made. The integration of patient safety into nursing curricula and resulting teaching and learning strategies to facilitate student knowledge and competence is still in its infancy
Stevanin, et al. (2015)	Knowledge and competence with patient safety as perceived by nursing students: the findings of a cross-sectional study	Cross-sectional study	A total of 573 students (response rate 92.4%) participated. Around a quarter (28.8%) of students reported having experienced an adverse event or close call during their clinical experience. The settings where they learn were perceived as unsafe by 46.9% of students. PS knowledge and competence as perceived by students, was high (median = 4) in all factors and dimensions of the H-PEPSSIta tool. High PS knowledge and competence was reported by first-year students, moderate by second-year students and higher at the end of the third-year	Faculties and healthcare institutions offering clinical placements have to share the responsibility of well-prepared future nurses, working together to improve PS through dialogue when issues are identified by students
Mbuthia, et al. (2019)	Preregistration nursing students’ perceived confidence in learning about patient safety in selected Kenyan universities	Cross-sectional descriptive study	The students reported higher confidence about learning on the clinical aspects than on the sociocultural issues of patient safety with the lowest mean scores recorded in "Understanding human and environmental factors" and "Recognising, responding and disclosing adverse events". They reported significantly higher confidence scores in the classroom setting than the clinical setting with no significant difference in reported confidence across the years of study. They were less confident in speaking up about patient safety issues in the clinical areas with 52.2% feeling that reporting a patient safety problem will result in negative repercussions	The patient safety culture in the clinical placements sites needs to be conducive to enable, and not hinder, the acquisition of these competences
Kim, et al. (2019)	Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: a quasi-experimental study	Pre- and post-test quasi-experimental design with a non-equivalent control group	Pre- and post-test results demonstrated a significant increase in students’ patient safety competency including attitude, skills, and knowledge. Mean scores of patient safety competency in the experimental group were significantly higher than in the control group	The flipped-classroom patient safety course was shown to be effective in improving patient safety competency in terms of attitude, skills, and knowledge among undergraduate nursing students
Lee, et al. (2016)	Patient safety education and baccalaureate nursing students’ patient safety competency: a cross-sectional study	Cross-sectional study	The majority of students (81.6%) reported that they had received patient safety education during coursework. Patient safety education was delivered primarily by lecture rather than during laboratory or simulation sessions. The degree of coverage of QSEN competency and the students’ self-reported competency in total and attitude scores showed statistical differences among nursing schools. Students’ attitude score was significantly higher than skill and knowledge	This study confirm the need to revise the nursing curriculum and to use various teaching methods to deliver patient safety education more comprehensively and effectively. Furthermore, there is a need to develop an integrated approach to ensuring students’ balanced competency