During their clinical practice, nursing students learn to manage patient safety through their experiences, emotions, and interpersonal relationships. To explore contextual and mechanistic factors that facilitate a sense of emotional safety for learning in nursing students, particularly regarding patient safety events experienced during their placements. A descriptive qualitative study using narratives and thematic analysis. A university in Northern Italy. Undergraduate nursing students recruited through purposive sampling. Twenty cases relevant to the present study were selected from the "Sharing LearnIng from Practice for Patient Safety" (SLIPPS) project database containing 100 narratives collected using the patient safety learning Event Recording Tool. The data were analysed using thematic analysis according to Braun & Clarke's methodology. The themes that emerged from the thematic analysis were rearranged in Context-Mechanism-Outcomes. Students identified clinical practice experiences as important occasions for their personal and professional development. Emotional safety and tutoring were the elements that effectively "govern" the students' learning and development process. Emotional safety is key for nursing students because it enables them to constructively overcome any relational and emotional tensions that may develop during their clinical placements.

Background: Patient safety is a global concern. Learning to provide safe, high-quality care is core to nursing education. Problem: Students are exposed to diverse clinical practices, and experiences may vary between placements and across countries. Student experience is seldom used as an educational resource. Approach: An international, European Union-funded project, Sharing Learning from Practice for Patient Safety (SLIPPs), aimed to develop an innovative online educational package to assist patient safety learning. Based on student reported data and educational theory, multiple elements were iteratively developed by a multicountry, multidisciplinary group. Outcomes: The educational package is freely available on the SLIPPs Web site. Materials include a student reporting and reflection tool, virtual seminars, student reports data set, pedagogical game, high-fidelity simulation scenarios, scenario development and use guidelines, debriefing session model, and videos of simulations already performed. Conclusions: E-learning enables removal of physical barriers, allowing educators, professionals, and students from all over the world to collaborate, interact, and learn from each other.

Background: Nursing Patient Classification Systems have been developed and utilized to classify patients based on their nursing needs in several countries. The literature suggests potential benefits of these systems in terms of outcomes. Objective: To map the literature that assesses outcomes in relation to the use of Nursing Patient Classification Systems in hospital settings and to describe them. Methods: A scoping review, based on the methodological framework developed by Arksey and O’Malley, was conducted in 2024. We searched electronic databases (CINAHL, Embase, PubMed, Scopus, and Web of Science), the OpenGrey database, and consulted stakeholders. Results: From a total of 964 abstracts initially identified, 4 studies were included in the review. Different Nursing Patient Classification Systems were used to classify only adult inpatients. Outcomes assessed were satisfaction, care areas identified, benefits to the patients, job attitude, and improvement in morale across different populations such as nurses, patients, and clinical partners. No studies assessed outcomes for caregivers, pediatric patients, or hospital organizations. Conclusion: The literature reports potential benefits related to the use of Nursing Patient Classification Systems and underlines the importance of exploring the relationship between their use and different types of outcomes. Despite this, the results highlight the limited research on this topic. To realize the potential of these systems, it is essential to understand their utility in advance. After implementation in daily practice, the evaluation of outcomes related to the use of these systems should become a standardized practice, contributing to both nursing science and quality improvement.

Background/Objectives: In recent years, some hospitals have shifted from traditional to intensity-of-care-based organizational models, where patients allocation is based on the care they require. In this context, Nursing Patient Classification Systems (NPCSs) can lead to the identification of the appropriate nursing care setting based on patient nursing needs; this also applies to pediatrics. In this scenario, the concept of patient nursing complexity has emerged. This narrative literature review aims to provide an overview on validated NPCSs that assess the nursing complexity of pediatric patients. Methods: PubMed, CINAHL, and the Cochrane Library were searched, and inclusion and exclusion criteria were applied to the retrieved papers. Two authors independently screened n = 498 papers, of which n = 7 were read in full and subsequently excluded. Results: No paper met the inclusion criteria. However, papers read in full were analyzed, and their main characteristics were described. They were excluded because they did not concern validated NPCSs that assess pediatric patients’ nursing complexity or did not assess pediatric patients’ nursing complexity as defined in this literature review. Conclusions: This narrative literature review highlighted a critical gap in the field of validated NPCSs that assess the nursing complexity of pediatric patients. The lack of a shared definition of “nursing complexity of the patient” is the primary barrier identified. This constitutes a crucial take-home message. Therefore, future studies should prioritize in-depth exploration of the differences among all the published definitions and concepts related to “complexity” and harmonizing existing conceptual analysis to guide future research and the development of shared NPCSs.