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Objective: This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing. Methods: An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies. Results: The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.61 over 7 [6.56%-6.65%] based on 675 surveys analyzed, given that each student conducted more than one simulation within the academic course. It was observed in 221 completed answers that what was learned in the simulation was transferred to the practice in 89.23% [86.39%-92.06%], specifically in areas of Communication, Patient safety, Teamwork, and Leadership. Conclusion: In the perception by the participating students, the use of effective debriefing in clinical simulation enabled knowledge transfer to the care practice, proving to be a crucial tool that helps to improve the formation of the future nurses.

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Objective: To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods: A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results: Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom. Conclusion: Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

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This paper presents an international academic partnership in teaching and research with two case studies. The cases explore the integration of Strengths-Based Nursing and Healthcare (SBNH) and SBNH-Leadership (SBNH-L) in nursing science programs. SBNH values and foundations were integrated within an undergraduate-level community health course in Canada and SBNH-L was introduced into a graduate-level program in Brazil. Both cases comprise active learning activities promoting the uptake of the values and foundations of SBNH and the capacity to identify strengths and innate capacities. This paper synthesizes the issues and provides recommendations to enhance teaching-learning strategies to support SBNH adoption by students to support the humanization of healthcare. International partnerships in education and research and facilitating factors are discussed.

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This article describes an innovative community-based pediatric clinical rotation for undergraduate nursing students. Students were charged with conducting interactive educational sessions on health-related topics of interest to participants in a six-week summer day camp for adolescents of Mexican heritage. At the completion of the experience, students identified social determinants of health that impacted the health of the community and the impact of the experience on their nursing practice. Overall, both the adolescents and the nursing students benefited from the experience. Community-academic partnerships can be used to promote student learning while contributing to the overall health of the community.

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OBJECTIVE: To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs. METHODS: A model-based cost-effectiveness analysis. Settings were universities with undergraduate nursing courses. Participants consisted of the decision tree that guided the structure of the model, filled in with effectiveness results from a hypothetical cohort of undergraduate nursing students. Interventions were Clinical Preceptor or Clinical Facilitator or Clinical Education Unit. Main outcome measure was effectiveness, defined as improvement of clinical education. The projected economic outcomes included incremental costs, incremental effectiveness, and incremental cost-effectiveness ratio. Monte Carlo probabilistic sensitivity analysis was employed to assess uncertainty in the model and robustness of our results. RESULTS: The model based on Clinical Education Unit could be defined as the best, followed by Clinical Facilitator and Clinical Preceptor. The incremental cost of telephone-support intervention was US$ 59,604.40 higher than the second-best performing intervention (Clinical Facilitator), and US$ 32,661.86 higher than the last best performing intervention (Clinical Preceptor). In addition, Clinical Education Unit model showed 7% and 19% more effectiveness than Clinical Facilitator and Clinical Preceptor, respectively. CONCLUSION: Clinical Education Unit represents the best choice to promote better development of skills, knowledge and socialization in undergraduate nursing programs considering its effectiveness and costs.

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OBJECTIVE: To describe the experience of implementing a lesson plan model for skills training as a learning tool in undergraduate nursing. METHOD: An experience report on the implementation of a structured plan model for skills training in a nursing laboratory at a public university in southern Brazil. The activities were developed between May/2018 and April/2019. RESULTS: The implementation process was divided into stages: literature review, work process, division of tasks, validation, pilot test, reformulation, dissemination and use. There was a growing link between professors and the laboratory staff regarding planning and management of classes, as well as the improvement of logistics for the organization of materials and simulators. CONCLUSION: The implementation of lesson plans represented an important contribution to the qualification of the teaching and learning process for students and professors.

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OBJECTIVE: Understand limitations and possibilities in university management performed by nursing managers of the undergraduate nursing course of a public university. METHOD: A qualitative study with theoretical and methodological framework anchored in the Grounded Theory. Data collection took place between May and September 2016, and the studied scenario was the Nursing Department of a public university in southern Brazil. RESULTS: The entrepreneurial profile and the leadership in interpersonal relations were highlighted among the possibilities, in addition to the co-responsibility in raising public resources to solve the university educational demands; as limitations, the scarcity of financial resources and the high demand for bureaucratic activities which have repercussions on the slowness of university public management processes. CONCLUSION: The nursing manager experiences limitations through their actions and interactions with people, and recognizes possibilities in the structure and processes of coordinating issues of collective interest in the university educational context.

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This is an experimental, quantitative, parallel design study (control and experimental groups) with pre- and post-intervention assessment without blinding, which aimed to determine the effect of an educational intervention delivered to ninety Colombian senior nursing students to strengthen perceptions of spirituality and spiritual care for people with chronic illness. The Spirituality and Spiritual Care Rating Scale (SSCRS) was used as the instrument of measurement. The Wilcoxon test was used for comparisons between two groups, and the Kruskal-Wallis test for the comparison of global scale scores between the intervention group and the control group. To determine the effect of the intervention, Cohen's d statistic was used. The intervention modified the perceptions of spirituality and spiritual care in the experimental group (median = 80.2, SD = 10.2) compared with their initial perceptions (median = 70, SD = 11.2), p ≤ 0.001. The effect size (ES) of the intervention was 0.63, with a power of 0.80, indicating a moderate and acceptable effect size.

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Resumo O artigo discorre sobre a formação profissional do enfermeiro, implicações da expansão das Instituições de Ensino Superior e a distribuição dessas no Brasil. Considera os resultados da Pesquisa Perfil da Enfermagem no Brasil, realizada com 35.916 profissionais de Enfermagem, em 2013. A análise que caracteriza a trajetória da graduação em enfermagem neste artigo, estrutura-se em três dimensões: a expansão da formação do enfermeiro na graduação e pós-graduação; o boom de escolas de enfermagem e a relação público x privado; e, a distribuição territorial do profissional enfermeiro no Brasil. O crescimento de Instituições de Ensino em Enfermagem implica em uma formação exponencial, com predomínio de escolas privadas na graduação e na pós-graduação; os cursos buscam alinhar-se às mudanças na saúde e sociedade, mas urge equalizar as assimetrias territoriais entre as instituições formadoras na graduação e pós-graduação, a superconcentração e vazios assistenciais decorrentes da insuficiência de enfermeiros por habitantes, bem como qualificar o enfermeiro para o exercício profissional ante as transformações globais.

Abstract The article discusses the professional formation of nurses, implications of the increase in the number of Higher Education Institutions and their distribution in Brazil. It considers the results of the Nursing Profile Survey in Brazil, carried out with 35,916 nursing professionals, in 2013. The analysis that characterizes the trajectory of undergraduate nursing in this article is structured in three dimensions: the increase in the number of undergraduate and postgraduate nursing education institutions; the boom in nursing schools and the public vs. private relationship; and the territorial distribution of the registered nurse in Brazil. The increase in the number of Nursing Education Institutions implies an exponential formation, with a predominance of private schools in undergraduate and postgraduate courses. The courses seek to align themselves with changes in health and society, but it is crucial to equalize the territorial asymmetries between the undergraduate and graduate training institutions, the overconcentration and care gaps resulting from the insufficiency of nurses per inhabitant, as well as to qualify the nurses for the exercise of their professional activities in the face of global changes.

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The article discusses the professional formation of nurses, implications of the increase in the number of Higher Education Institutions and their distribution in Brazil. It considers the results of the Nursing Profile Survey in Brazil, carried out with 35,916 nursing professionals, in 2013. The analysis that characterizes the trajectory of undergraduate nursing in this article is structured in three dimensions: the increase in the number of undergraduate and postgraduate nursing education institutions; the boom in nursing schools and the public vs. private relationship; and the territorial distribution of the registered nurse in Brazil. The increase in the number of Nursing Education Institutions implies an exponential formation, with a predominance of private schools in undergraduate and postgraduate courses. The courses seek to align themselves with changes in health and society, but it is crucial to equalize the territorial asymmetries between the undergraduate and graduate training institutions, the overconcentration and care gaps resulting from the insufficiency of nurses per inhabitant, as well as to qualify the nurses for the exercise of their professional activities in the face of global changes.

O artigo discorre sobre a formação profissional do enfermeiro, implicações da expansão das Instituições de Ensino Superior e a distribuição dessas no Brasil. Considera os resultados da Pesquisa Perfil da Enfermagem no Brasil, realizada com 35.916 profissionais de Enfermagem, em 2013. A análise que caracteriza a trajetória da graduação em enfermagem neste artigo, estrutura-se em três dimensões: a expansão da formação do enfermeiro na graduação e pós-graduação; o boom de escolas de enfermagem e a relação público x privado; e, a distribuição territorial do profissional enfermeiro no Brasil. O crescimento de Instituições de Ensino em Enfermagem implica em uma formação exponencial, com predomínio de escolas privadas na graduação e na pós-graduação; os cursos buscam alinhar-se às mudanças na saúde e sociedade, mas urge equalizar as assimetrias territoriais entre as instituições formadoras na graduação e pós-graduação, a superconcentração e vazios assistenciais decorrentes da insuficiência de enfermeiros por habitantes, bem como qualificar o enfermeiro para o exercício profissional ante as transformações globais.

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ABSTRACT Objective To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs. Methods A model-based cost-effectiveness analysis. Settings were universities with undergraduate nursing courses. Participants consisted of the decision tree that guided the structure of the model, filled in with effectiveness results from a hypothetical cohort of undergraduate nursing students. Interventions were Clinical Preceptor or Clinical Facilitator or Clinical Education Unit. Main outcome measure was effectiveness, defined as improvement of clinical education. The projected economic outcomes included incremental costs, incremental effectiveness, and incremental cost-effectiveness ratio. Monte Carlo probabilistic sensitivity analysis was employed to assess uncertainty in the model and robustness of our results. Results The model based on Clinical Education Unit could be defined as the best, followed by Clinical Facilitator and Clinical Preceptor. The incremental cost of telephone-support intervention was US$ 59,604.40 higher than the second-best performing intervention (Clinical Facilitator), and US$ 32,661.86 higher than the last best performing intervention (Clinical Preceptor). In addition, Clinical Education Unit model showed 7% and 19% more effectiveness than Clinical Facilitator and Clinical Preceptor, respectively. Conclusion Clinical Education Unit represents the best choice to promote better development of skills, knowledge and socialization in undergraduate nursing programs considering its effectiveness and costs.

RESUMO Objetivo Avaliar a relação de custo-efetividade dos modelos de educação clínica para cursos de graduação em enfermagem. Métodos Análise de custo-efetividade baseada em modelo. Os ambientes foram universidades com cursos de graduação em enfermagem. Os participantes consistiram na árvore de decisão, que norteou a estrutura do modelo, preenchida com resultados de efetividade de uma coorte hipotética de estudantes de graduação em enfermagem. As intervenções foram o Preceptor Clínico ou o Facilitador Clínico ou a Unidade de Educação Clínica. A principal medida de resultado foi a efetividade, definida como a melhoria da educação clínica. Os resultados econômicos projetados incluíram custos incrementais, efetividade incremental e custo incremental por efetividade. A análise probabilística de sensibilidade de Monte Carlo foi utilizada para avaliar a incerteza no modelo e a robustez de nossos resultados. Resultados O modelo baseado na Unidade de Educação Clínica foi o melhor, seguido pelo Facilitador Clínico e pelo Preceptor Clínico. O custo incremental da intervenção com suporte por telefone foi US$ 59,604.40 a mais do que o da segunda intervenção de melhor desempenho (Facilitador Clínico) e US$ 32,661.86 a mais do que a última intervenção de melhor desempenho (clínico preceptor). Além disso, o modelo da Unidade de Educação Clínica mostrou 7% e 19% mais efetividade do que Facilitador Clínico e Preceptor Clínico, respectivamente. Conclusão A Unidade de Educação Clínica representa a melhor escolha para promover um desenvolvimento de habilidades otimizado, conhecimentos e socialização nos cursos de graduação em enfermagem, considerando efetividade e custos.

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ABSTRACT Objective: To describe the experience of implementing a lesson plan model for skills training as a learning tool in undergraduate nursing. Method: An experience report on the implementation of a structured plan model for skills training in a nursing laboratory at a public university in southern Brazil. The activities were developed between May/2018 and April/2019. Results: The implementation process was divided into stages: literature review, work process, division of tasks, validation, pilot test, reformulation, dissemination and use. There was a growing link between professors and the laboratory staff regarding planning and management of classes, as well as the improvement of logistics for the organization of materials and simulators. Conclusion: The implementation of lesson plans represented an important contribution to the qualification of the teaching and learning process for students and professors.

RESUMEN Objetivo: Describir la experiencia de implementación de un modelo de planes de clase para la capacitación de habilidades como herramienta de aprendizaje en la graduación en enfermería. Método: informe de experiencia sobre la implementación de un modelo de planes de clase estructurado para la capacitación de habilidades en un laboratorio de enfermería en una universidad pública del sur de Brasil. Las actividades se desarrollaron entre mayo/2018 y abril/2019. Resultados: El proceso de implementación se dividió en etapas: revisión de la literatura, proceso de trabajo, división de tareas, validación, prueba piloto, reformulación, divulgación y utilización. Se observó una creciente conexión entre los docentes y el equipo del laboratorio en relación a la planificación y gestión de las clases, así como el perfeccionamiento de la logística para la organización de los materiales y simuladores. Conclusión: La implementación del plan de clase representó una importante contribución en la calificación del proceso de enseñanza y aprendizaje para los estudiantes y los profesores.

RESUMO Objetivo: Descrever a experiência da implementação de um modelo para roteiros de aula para treino de habilidades como ferramenta de aprendizagem na graduação em enfermagem. Método: Relato de experiência sobre a implementação de um modelo de roteiro estruturado para o treino de habilidades em um laboratório de enfermagem em uma universidade pública no sul do Brasil. As atividades foram desenvolvidas entre maio/2018 e abril/2019. Resultados: O processo de implementação foi dividido em etapas: revisão da literatura, processo de trabalho, divisão das tarefas, validação, teste piloto, reformulação, divulgação e utilização. Foi observado uma crescente ligação entre os docentes e a equipe do laboratório em relação ao planejamento e gerência das aulas, bem como, o aperfeiçoamento da logística para a organização dos materiais e simuladores. Conclusão: infere-se que a implementação dos roteiros de aula representou uma importante contribuição na qualificação do processo de ensino e aprendizagem para os estudantes e os docentes.

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The PICO (Population/Problem, Intervention, Comparison, Outcome) framework is widely accepted for posing evidence-based practice questions. This framework offers prelicensure nursing students a structured process for synthesizing nursing knowledge with the best available evidence to make decisions for practice. However, students in an international outreach course may find that evidence-based practice is not available in-country; furthermore, it may not be congruent with a population's culture. Faculty guidance helps students enrolled in international outreach courses to integrate cultural competence into the PICO structure. A case study illustrates how the framework was applied during an undergraduate nursing outreach course to Nicaragua.

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One approach to preparing students to engage in culturally diverse health-care settings around the world is to incorporate faculty-led short-term cultural immersion programs in medically underserved nations. This reflective summary analyzes the impact of a faculty-led international health-care trip on students' global health-care experience and needed health-care services in developing countries. A content analysis of the journals of two advanced practice registered nurse (APRN) faculty members was performed to gain perspectives on a trip with undergraduate and graduate nursing students and medical students to a small city in Nicaragua. This article examines the personal and professional growth achieved, and the challenges faced, when managing acute and chronic diseases with limited resources in an unfamiliar country. Themes identified included anxieties of planning, provider versus faculty role, students in action, networking, nurturing behaviors, advocating, and mentoring self-sustainability. Faculty-led international health-care trips both add a needed service to developing countries' health-care needs and offer students the experience of health care from a global perspective.

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BACKGROUND: Nurses increasingly are identified as key health care members on global health initiatives, and nursing curricula should address this competency to prepare students to work in a global environment. This article will share how processes and structures were established for an international undergraduate nursing student exchange and service-learning experience between two schools of nursing. METHOD: The goals of the project were to (a) implement an annual nursing student exchange of approximately 3 weeks in length; (b) select eight students from each school, accompanied by a faculty member, to participate; and (c) provide opportunities for students to participate in service-learning assessments in identified communities. RESULTS: To date, an annual exchange is in its fourth year of existence. CONCLUSION: An international service-learning opportunity is one way to improve nursing students' ability to provide culturally competent health care. [J Nurs Educ. 2019;58(4):235-239.].

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OBJECTIVE: to understand, from the perspective of professors, which are the facilities and difficulties in the development of communication skills in nursing undergraduates who experiment different teaching-learning methodologies. METHOD: qualitative research performed with 30 nursing professors from two public education institutions. The data was collected by semi-structured individual interview with guiding questions. We used Bardin's content analysis for the data processing and analysis. RESULTS: the development of communication skills is influenced by factors such as the experience of practical activities, students' individual characteristics, use of active methodologies, access to the mass media, relationship of proximity between student and professor, and knowledge of theoretical concepts of communication and nursing. FINAL CONSIDERATIONS: there is similarity between the influential factors, however, the use of active methodologies seems to favor the development of communication skills.

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ABSTRACT Objective: to understand, from the perspective of professors, which are the facilities and difficulties in the development of communication skills in nursing undergraduates who experiment different teaching-learning methodologies. Method: qualitative research performed with 30 nursing professors from two public education institutions. The data was collected by semi-structured individual interview with guiding questions. We used Bardin's content analysis for the data processing and analysis. Results: the development of communication skills is influenced by factors such as the experience of practical activities, students' individual characteristics, use of active methodologies, access to the mass media, relationship of proximity between student and professor, and knowledge of theoretical concepts of communication and nursing. Final considerations: there is similarity between the influential factors, however, the use of active methodologies seems to favor the development of communication skills.

RESUMEN Objetivo: comprender, bajo la perspectiva de docentes, cuáles son las facilidades y dificultades en el desarrollo de habilidades comunicativas en estudiantes de enfermería que experimentan diferentes metodologías de enseñanza-aprendizaje. Método: investigación cualitativa realizada con 30 docentes enfermeros de dos instituciones públicas de enseñanza. Se realizó la recolección de datos por entrevista semiestructurada individual con cuestiones orientadoras. Para el tratamiento y análisis de los datos, se utilizó el análisis de contenido según Bardin. Resultados: el desarrollo de habilidades comunicativas tiene la influencia de factores como la vivencia de las actividades prácticas, características individuales estudiantiles, utilización de metodologías activas, acceso a los medios de comunicación de masa, relación de proximidad entre profesor-alumno y conocimiento de los conceptos teóricos de comunicación y de enfermería. Consideraciones finales: hay similitud entre los factores influyentes, sin embargo el uso de las metodologías activas parece favorecer el desarrollo de habilidades en comunicación.

RESUMO Objetivo: compreender, sob a perspectiva de docentes, quais são as facilidades e dificuldades no desenvolvimento de habilidades comunicativas em graduandos de enfermagem que vivenciam diferentes metodologias de ensino-aprendizagem. Método: pesquisa qualitativa realizada com 30 docentes enfermeiros de duas instituições públicas de ensino. A coleta de dados foi realizada por entrevista semiestruturada individual com questões norteadoras. Para o tratamento e análise dos dados, utilizou-se a análise de conteúdo segundo Bardin. Resultados: o desenvolvimento de habilidades comunicativas tem a influência de fatores como a vivência das atividades práticas, características individuais estudantis, utilização de metodologias ativas, acesso aos meios de comunicação de massa, relação de proximidade entre professor-aluno e conhecimento dos conceitos teóricos de comunicação e de enfermagem. Considerações finais: há semelhança entre os fatores influentes, no entanto o uso das metodologias ativas parece favorecer o desenvolvimento de habilidades em comunicação.

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OBJECTIVE: To understand/reveal the experiences of undergraduate students of the Nursing School of the Universidade de São Paulo in international academic mobility. METHOD: A cross-sectional, descriptive study with a qualitative approach conducted between February and July 2017. Data were collected using a semi-structured interview and submitted to content analysis. RESULTS: Twenty-two (22) students participated in the study. Five analytical categories emerged from the analysis of the interviews: Interinstitutional Relationships Dimension, Personal Dimension, Professional Dimension, Academic Dimension and Cultural Dimension. CONCLUSION: There are many advantages that international mobility can bring to vocational training. Greater governmental and institutional investment is considered necessary, but with mutual planning and monitoring by the institutions in order for it to contribute to the development of Nursing and the Country.

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OBJECTIVE: To analyze curricular integration between teaching of patient safety and good infection prevention and control practices. METHOD: Integrative review, designed to answer the question: "How does curricular integration of content about 'patient safety teaching' and content about 'infection prevention and control practices' occur in undergraduate courses in the health field?". The following databases were searched for primary studies: CINAHL, LILACS, ScienceDirect, Web of Science, Scopus, Europe PMC and MEDLINE. RESULTS: The final sample consisted of 13 studies. After content analysis, primary studies were grouped into two subject categories: "Innovative teaching practices" and "Curricular evaluation. CONCLUSION: Patient safety related to infection prevention and control practices is present in the curriculum of health undergraduate courses, but is not coordinated with other themes, is taught sporadically, and focuses mainly on hand hygiene.

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ABSTRACT Objective: To analyze curricular integration between teaching of patient safety and good infection prevention and control practices. Method: Integrative review, designed to answer the question: "How does curricular integration of content about 'patient safety teaching' and content about 'infection prevention and control practices' occur in undergraduate courses in the health field?". The following databases were searched for primary studies: CINAHL, LILACS, ScienceDirect, Web of Science, Scopus, Europe PMC and MEDLINE. Results: The final sample consisted of 13 studies. After content analysis, primary studies were grouped into two subject categories: "Innovative teaching practices" and "Curricular evaluation. Conclusion: Patient safety related to infection prevention and control practices is present in the curriculum of health undergraduate courses, but is not coordinated with other themes, is taught sporadically, and focuses mainly on hand hygiene.

RESUMEN Objetivo: Analizar, partiendo de la literatura, la integración curricular entre enseñanza sobre seguridad del paciente y buenas prácticas de prevención y control de infección. Método: Revisión integrativa orientada a responder la pregunta: "¿Cómo sucede la integración curricular entre los contenidos 'enseñanza sobre seguridad del paciente' y 'prácticas de prevención y control de infección' en cursos de grado en salud?". Se utilizaron las bases CINAHL, LILACS, Science Direct, Web of Science, SCOPUS, Europe PMC y Medline para recuperar estudios primarios. Resultados: Muestra compuesta por trece estudios. Luego de análisis de contenido, los estudios primarios fueron subdivididos en dos categorías temáticas: "Prácticas de enseñanza innovadoras" y "Evaluación Curricular". Conclusión: La seguridad del paciente respecto de prácticas de prevención y control de infección, a pesar de contemplarse en los currículos de cursos de grado en salud, es enseñada de modo puntual, diluido y desarticulado, con foco predominante en la higiene de las manos.

RESUMO Objetivo: Analisar, a partir da literatura, a integração curricular entre o ensino da segurança do paciente e as boas práticas de prevenção e o controle de infecção. Método: Revisão integrativa, com vistas à responder a seguinte questão: "Como ocorre a integração curricular entre os conteúdos 'ensino da segurança do paciente' e 'práticas de prevenção e controle de infecção' nos cursos de graduação em saúde?". Utilizou-se as bases CINAHL, LILACS, Science direct, Web of Science, SCOPUS, Europe PMC, e Medline para recuperar os estudos primários. Resultados: 13 estudos compuseram a amostra. Após uma análise de conteúdo, os estudos primários foram subdivididos em duas categorias temáticas: "Práticas de ensino inovadoras" e "Avaliação Curricular". Conclusão: A segurança do paciente, relacionada às práticas de prevenção e controle da infecção, embora contemplada nos currículos de ensino de graduação em saúde, é ensinada de forma pontual, diluída e desarticulada, focadas predominantemente na higiene das mãos.

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