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• 14 January 2019

How To Write A Personal Statement For A Nursing Course Application

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Writing your personal statement will take time, effort and several revisions before you can submit it, so don’t leave it right up until the deadline to start work on it.

Putting together a high quality nursing personal statement can be difficult, but we’ve broken it down into manageable sections below to give you some ideas of how to get started., start with who you are.

Your personal statement is your chance to talk directly to the course admissions officer about who you are, what motivates you, and why you should be chosen for a place in the branch of nursing you’ve applied for.

If you've worked in healthcare previously, you can definitely give details of your experiences to back up your reasons for applying.

Be specific about how your work has affected your decision to apply and why you feel suited to progressing your career in nursing .

Give practical examples of your interactions with nurses, and how they may have influenced your decision to apply.

Check out Eniola's advice on applying to university for a student nursing degree course  - she talks about applying through UCAS and interviews!

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Relevant experience and skills

Everyone has skills and experience that can be applied in a nursing environment, even if they weren’t acquired in a healthcare setting.

Here are some examples of skills and qualities that can be applied in nursing:

1. Communication - it is a vital skill that every nurse must possess. The ability to convey information in a concise and clear manner with both colleagues, patients and their family.

You could use examples from previous work to demonstrate this; maybe a difficult situation with a customer while working in a retail job that you managed to diffuse and resolve.

2. Organisation - another essential skill is to maintain an organised routine in a very busy environment, and often under pressure. Think of another situation where you worked under pressure in a logical fashion.

Here you could maybe talk about your time management of juggling a-levels with a part-time job, or your access to nursing course with a family.

• Applying to university for a student nursing degree course

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3. Advocacy - this is the active support of those in your care. It’s a specific point in the Nursing and Midwifery Council (NMC) code and you should address how you will be an advocate for your patients when you become a nurse in your personal statement.

Your ambitions and career goals in nursing

The competition for nursing course places in every branch at every university is fierce, and consequently they want to ensure the places go to candidates who genuinely want to become a nurse, and are motivated to pursue their career in nursing.

Even if you don’t have a specific nursing role you would like to attain in your career, you should go into some detail about what sort of environment you could see yourself working in.

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Things to watch out for

Check any documentation from the university to see if there is a word limit set for a personal statement.

You don’t want to risk your application not being considered because your personal statement is too long.

If you’re applying through UCAS, they set their own character limit, so make sure you stick to it.

Send your application in before the deadline; the earlier the better. This means you need to start work on your personal statement as soon as you decide to apply.

Some courses will close applications before the given deadline if they’ve filled all their places, so you don’t want to miss out because you procrastinated.

It’s by far the most time consuming part of the application process, and it will undoubtedly require revisions prior to submission.

Don’t feel you have to write in a ‘forced’ way. It’s easy to feel insecure if you don’t feel you can write well, but it’s worse if you feel you have to write in an unfamiliar way just to sound more academic.

It’s important it comes from you and your experiences, and if you can get the reader interested in you as a person from the very beginning, you’ll be in with a better chance of getting an interview.

A personal statement should be just that - personal.

Any employer, or university in particular, could check your statement using specialist plagiarism software that detects whether or not you’ve directly lifted text from someone else.

If they discover you have copied someone else’s work, you could be rejected by that university or employer for this or any future place.

So, the message is, make it personal to you.

About the author

I qualified as a Mental Health Nurse (RMN) in August of 2018 and started as a newly qualified nurse shortly after. On top of nursing I juggle creating content for both my YouTube channel and blog.

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Writing your personal statement for a nursing degree

What kind of information should you include in your personal statement if you are applying for a degree in nursing? The Nursing Team at Aberystwyth University share their tips. 

Angharad Jones, Amanda Jones and Bleddyn Lewis from the Nursing Team provide guidance on writing a personal statement including:

• What is a personal statement?
• What should be included in a personal statement for a nursing degree?
• How to structure your personal statement
• Explore your qualities

This resource was provided by Aberystwyth University and is part of the University Ready hub .

Find more resources like this on the hub homepage.

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• Originally published: Thursday, 1 September 2022
• Body text - Used with permission: Aberystwyth University
• Image 'Aberystwyth University logo' - Copyright: Aberystwyth University

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How to Write a Standout Nursing Personal Statement

According to recent data, nursing schools receive thousands of applications yearly, and admission rates are increasingly competitive. But fear not! We’ve got your back. 

This blog equips you with insider tips and expert advice to craft a standout nursing personal statement that captivates admissions committees. Whether you’re a seasoned writer or the thought of putting pen to paper sends shivers down your spine, we’ve simplified the process to make it a breeze. 

So, let’s dive in and discover how to showcase your passion for nursing, highlight your unique experiences, and create an impressive statement that makes you stand tall among the crowd. 

Let’s get you one step closer to your dream nursing programme ! 

What Is a Nursing School Personal Statement?

When applying to nursing schools, one crucial document can make or break your chances of acceptance: the nursing school personal statement. This short essay, typically limited to two pages, serves as your introduction to the admissions committee, giving them insight into your passion for nursing and what drives you to pursue this career.

Unlike your resume or CV, a personal statement allows you to delve into your journey toward nursing. Share the experiences and encounters that shaped your decision, whether it was a family member’s influence, personal health struggles, or a deep-rooted desire to help others.

Each nursing school may have specific prompts or requirements , so tailor your statement accordingly. The goal is to showcase your unique traits and demonstrate how you align with the programme’s values and mission.

Nursing School Personal Statement Format

A well-structured nursing school personal statement is key to making a lasting impression on the admissions committee. Follow this tried-and-true format to ensure your statement stands out from the crowd.

1. Engaging Introduction: 

Capture the reader’s attention from the start. Share a compelling story, an impactful quote, or a personal anecdote that reflects your passion for nursing. Clearly state your motivations for choosing this career path and why you are applying to their programme.

2. Informative Body: 

Use the body paragraphs to showcase your experiences and achievements that align with nursing. Avoid a simple list of accomplishments ; provide context for each one. Highlight any healthcare-related work, volunteer experiences, or academic achievements demonstrating your nursing dedication and suitability.

3. Relevant Connections: 

Establish a strong connection between your experiences and the nursing program’s values. Research the programme thoroughly and mention specific courses, faculty, or opportunities that excite you and align with your goals. This demonstrates your genuine interest and commitment.

4. Showcase Skills: 

Showcase essential nursing skills such as empathy, communication, problem-solving, and teamwork. Provide examples of how you’ve demonstrated these skills in your past experiences and explain how they will contribute to your success as a nurse.

5. Powerful Conclusion: 

End with a memorable conclusion reinforcing your passion for nursing and commitment to making a difference in healthcare. Reiterate why you are an ideal candidate for their programme and express your eagerness to contribute to nursing.

6. Proofreading and Editing: 

Once you’ve written your statement, carefully proofread it for grammar, spelling, and clarity. Seek feedback from trusted friends, family, or mentors to ensure your statement is clear, concise, and error-free.

Tips for Writing a Stellar Nursing Personal Statement

Writing a stellar nursing personal statement requires careful thought and attention to detail. Follow these expert tips to create a compelling and authentic statement that sets you apart from other applicants:

1) Be Genuine: 

Share your authentic self in your statement. Admissions committees value honesty and want to know the real you . Reflect on your motivations for pursuing nursing and draw from personal experiences that have shaped your passion for the field.

2) Focus on Your Journey: 

Use a storytelling approach to take the reader on a journey that led you to choose nursing as your career path. Discuss significant experiences, challenges, and moments of inspiration that ignited your interest in nursing. Avoid generic statements and, instead, emphasise what makes your journey unique.

3) Showcase Your Strengths: 

Highlight your key strengths, skills, and qualities that make you a great fit for nursing. Whether it’s empathy, leadership, adaptability, or problem-solving, provide concrete example s of how you’ve demonstrated these attributes in various situations.

4) Keep it Concise: 

Adhere to the specified word limit and keep your statement concise and focused. Admissions committees read numerous applications, so a clear and well-structured personal statement will make a lasting impression.

5) Avoid Clichés: 

Steer clear of overused clichés and generalisations. Instead, provide specific and meaningful examples illustrating your unique qualities and experiences.

6) Show, Don’t Tell: 

Instead of making broad claims, back up your statements with concrete evidence and specific instances. This approach adds credibility and depth to your statement.

7) Stay Positive: 

Maintain a positive tone throughout your statement. Focus on your aspirations, accomplishments, and enthusiasm for nursing rather than dwelling on negative experiences or setbacks.

Now equipped with expert tips and a clear roadmap, it’s time to seize the opportunity and create your standout nursing personal statement. Showcase your passion, experiences, and genuine motivations for nursing. Tailor each statement to your dream nursing programmes, highlighting your unique strengths. 

Make every word count , and remember, authenticity is key. With a captivating and well-crafted personal statement, you’ll open doors to the nursing career of your dreams. Start writing now and secure your spot in your desired nursing school!

Need help and expert advice? Contact Medic Mind !

→ Q: How long should my nursing personal statement be?

A: Most nursing schools have specific word limits for personal statements, typically 500 to 1000 words. Make sure to follow the guidelines provided by each school to stay within the desired length.

→ Q: Can I use the same personal statement for multiple nursing schools?

A: While you can use a general template, you must tailor your personal statement for each nursing programme. Highlight specific reasons why you’re interested in each school and demonstrate how you align with their values.

→ Q: Should I mention my grades and academic achievements in my personal statement?

A: Your academic achievements are already listed in your application. Instead, focus on sharing experiences, skills, and personal qualities that make you a strong candidate for nursing.

→ Q: Can I use humour in my nursing personal statement?

A: While a touch of humour can be engaging, use it judiciously and ensure it aligns with the overall tone of your statement. Remember, professionalism and sincerity are essential in a nursing personal statement.

→ Q: What if I don’t have direct healthcare experience for my personal statement?

A: Even without direct healthcare experience, focus on transferable skills gained from other experiences, such as volunteer work, leadership roles, or communication abilities that can be valuable in a nursing career.

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Personal statements for nursing and midwifery applicants

Introduction.

Your personal statement is an important part of your application for a pre-registration Nursing course . Here is some information about what we look for in a statement and where you can find out more.

Personal statements for nursing applicants

Finding advice on writing your statement

UCAS has a wealth of information and guidance on preparing your personal statement which you need to look at as well as this specific advice on applying for nursing courses at University of West London .

The UCAS advice covers, key points, what to include, dos and don'ts and size and presentation .

UCAS also alerts you to the use of 'similarity detection' to ensure your personal statement include:

• your personal account in approximately 600 words
• why you want to become a nurse
• why University of West London should invite you to a selection day to be considered for entry to the course.

Why your statement matters

The statement is your only chance to speak to us directly about the reasons why you have chosen your course, whether this is Adult, Child, Learning Disability or Mental Health Nursing.

You may be tempted to put all of these options down but this could be seen as you not being focussed and committed to one area of nursing.

So choose one branch of nursing and give a clear account of why you have chosen that branch.

All this will help us to decide on whether to offer you a place on a selection day.

Personal experience

It is helpful if in addition to general statements about wanting to help people if you could identify some previous personal experience that has influenced your choice.

For example you would need to say more than 'I was cared for when ill' or that you have 'worked as health care assistant'.

The account of your experience can be helpful to your application only if you can say in what ways it has influenced your choice.

Understanding care and compassion

In healthcare generally and specifically in nursing there is an emphasis on being both technically skilled, being able to do the technical and physical tasks required in providing treatment but also to show that you are able to care and be compassionate in your work with patients.

Caring and compassion are easy words to say but very hard to translate into actions that show an ability to understand and respond to the suffering experienced by people and make a difference.

This is something you may want to think carefully about and how you can convey your ability to be caring and compassionate.

Understanding the demands of your nursing course

Your personal experience also offers you the chance to establish that you understand what the demands of the course are for you in terms of theory, practical work and study, and what you will do to ensure you will be able to meet the challenge you have identified.

Writing within limits

The personal statement is an opportunity to show us how well you communicate your thoughts and ideas in writing within limits. This is a skill you will need on the programme.

The list of UCAS dos and don'ts are really helpful for this , we would encourage you to follow it so that we can see that you are able to communicate your ideas and experience.

You will help yourself by careful preparation of the personal statement, making sure it is relevant to the course you have chosen and rehearsing what you will write.

UCAS recommend you to prepare the statement offline in advance and then copy and paste your work into the application system.

This helps you to communicate with us and tell us why we should choose to interview you.

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Nursing Personal Statement Example

Sample statement.

Nurses perform a vital role in medicine. Although their role does not carry the status of a doctor or consultant, nurses are at the centre of clinics, surgeries and are a pivotal part of the team that runs wards and hospitals. To be a nurse requires commitment and dedication, qualities that I believe I have and that I am willing to improve during my training and beyond.

I first became interested in what nurses do when I attended regular appointments with my mother and brother, who developed Type 1 diabetes when he was 10 years old. I was nine at the time and although my brother’s problem was worrying, I looked forward to his appointments so that I could see nurses at work. A few years later, I obtained a work placement back at our local GP surgery and it was a thrill to shadow one of the nurses who was still there, caring for children with diabetes.

My commitment to nursing came long before I needed to make choices in education but because my calling to become a nurse was so strong, I focused on the subjects that I knew I would need, working hard to gain an A grade in Biology at GCSE and getting 8 GCSEs overall. At college I chose to do Biology A level, together with psychology and religious studies as I think nursing is just as much about dealing with people as understanding the science behind their medical needs.

All nurses are important but I feel that obtaining a nursing degree will enable me to care for particular groups of patients more effectively. I am particularly interested in working on a neonatal ward. Caring for a very tiny baby is probably one of the most emotionally demanding roles a nurse can do, but potentially one of the most rewarding. I have spoken to several neonatal nurses when I did another work experience placement at my local hospital and gained some understanding of the qualifications and experience required.

At the other end of life, caring for elderly and terminally ill people is another area in which I would like to gain experience. I have great empathy with older people and my Saturday job for 3 years now has been as a general helper/cleaner in a care home. Older people still have a lot to offer and I would like to be part of the move to improve their care, enabling them to participate in normal, everyday activities, even if they can’t manage to live independently.

My biggest interest beyond my college work and nursing is crafts and I have enjoyed sharing this with the older people at the care home, and also with my friends. I raised money for children in need two years running by making hand-made cards, scarves and pendants and selling them at a monthly producer’s market.

My greatest wish is to pursue a career in which I can use all my talents and nursing, with its many opportunities and challenges, offers that and much more. I am motivated and keen to work hard during my three-year nursing course hoping to come out of it with a good degree and good nursing experience.

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Nursing personal statement

If you would like to pursue a career as a registered nurse there are a number of pre-registration Masters courses available, that give you eligibility to qualify in two years

To apply for these courses, you will need to write a personal statement setting out:

• your interest in nursing, specifically within the NHS
• an understanding of the work environment
• knowledge of current challenges facing the profession
• previous relevant experience
• skills including teamwork, communication, problem solving and your capacity for leadership.

Relevant work experience is a requirement of study, but this can be gained in a variety of way from hospitals to community healthcare settings. You may also include additional experience gained from other non-related areas. Wherever you have built your experience you will need to focus on demonstrating the practical and transferable skills you have developed.

When you write your personal statement it is also important to reflect the core values of working as a nurse in the NHS. These include working together for patients, respect and dignity, commitment to quality of care, compassion, improving lives and everyone counts. You also need to adopt a person-centred approach to healthcare.

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Nursing personal statement example

I have always been passionate about working in health and social care and chose to study this field at undergraduate level. I particularly enjoyed  modules in 'Global Issues Within Social Care' and 'Working with Adults' and was delighted to take up a position after graduating in a social care role within my local council. This exposed me to working in a community-based adult residential care setting, where I saw how adopting a person-centred approach made a genuine difference to the experiences of our residents, empowering them to make care-related decisions and with an emphasis on compassionate care. I began to realise that my skills in communication, teamworking and problem solving, alongside my values of empowering vulnerable people to make choices, would make me an excellent candidate to train as an adult nurse.

To continue to build relevant experience, alongside my social care role, I volunteered in my local hospital where I worked on several wards including A&E, the maternity ward and within the diabetes clinic. I used this opportunity to further develop my skills in patient care, empathy and communication and have received positive feedback from the ward sister praising my communication, excellent time management and my high levels of motivation. Patient feedback was similarly positive, noting my calm demeanour and cheerful manner.  Volunteering gave me the opportunity to speak with nurses from a variety of clinical areas about their roles and to explore the many routes a career in nursing presents for professional development and growth. My chief learning point from this valuable experience was the profound impact nurses make on individuals' lives and it was this knowledge that firmly cemented my ambition to pursue a career in nursing.

Nursing as a profession demands many core skills, including displaying a professional attitude at times of high pressure, excellent attention to detail, communicating clearly and with confidence, teamworking and being able to work independently . I first developed my professional behaviour while working as part of the waiting team in a busy restaurant where I prioritised excellent customer service. I continued to improve my leadership skills by captaining my high school hockey team and the second XI team at university. My university course demanded a clear focus on detail, and I believe the research I conducted for my dissertation on 'Demystifying drug abuse' is a clear and relevant example. Working in the residential home has always been rewarding  but has, at times, had  challenging moments when my skills in keeping calm and defusing tension through clear and open communication have been valuable. I believe these professional skills would enable me to be a calm and patient nurse, able to handle the difficult situations and conflicting demands inherent in the role.

I have chosen to apply for the MSc Nursing at X University due to the focus on person-centred care and the holistic approach on caring for both the patient and their wider family. I appreciate the combination of theoretical and placement-based modules within your partner NHS Foundation and am eager to learn from both the academic team at the university and from the staff who work within the NHS. I am particularly interested in studying the core module 'Improving Safety and Quality of Care', which would give me a greater understanding of person-centred care in practise. Experiencing a variety of practical placements also greatly appeals, and while I have developed some ward-based experience through volunteering, I look forward to discovering nursing in a range of different settings to better inform me of potential  career options.

My academic skills, as demonstrated by my upper second-class honours degree in social care from the University of Y, alongside my strong A-level performance are a clear indicator of my ability to cope with the intellectual challenge of studying at Masters level at X University. I enjoy both research and writing academically and my grounding in biology and chemistry from A-level studies will be of great benefit. I have always been a proactive student, volunteering to be a class representative in my undergraduate studies and taking an active role in both the hockey team and the student film society. I intend to become a proactive member of the student body if successful in being offered a place on this programme and would be interested in becoming a class rep, something I see from your website that the university values greatly.

The MSc Nursing from X University represents an exciting step towards my professional goal of nursing and I believe my practical and academic skills combined with my passion for delivering excellent patient care make me an outstanding candidate for your consideration.

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• Gain an insight into the healthcare sector .
• Learn more about personal statements for postgraduate applications .
• Discover more about applying for a Masters .

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Postgraduate adult nursing studies personal statement example.

Nursing is a profession I have always looked upon with respect. I believe that the role of a nurse can be very challenging and hectic at times, as well as rewarding and fulfilling. In my opinion a person who is willing to become a nurse need to have very good interpersonal skills, be a good listener, empathetic, eager to learn and strive to improve themselves.

An understanding for other people's needs without prejudice is also important. I believe I possess all of the above qualities and will endeavour to maintain and improve on them whenever possible. My mum has been the main influencer for my desire to study MSc. Nursing Studies, Adult Pre-registration. She is also a nurse and she never come home from work complaining as she loves her job. I visited her ward often times and their staff were friendly in answering my questions. I got my first work placement at a nursing home where I later acquired a paid job as a Nursing assistant in Yombo Hospital and Maternity, Lagos Nigeria.

During my time at the nursing home, I enjoyed talking to and caring for residents and developing relationships with them and this is something that really attracts me to nursing. My experience working in the nursing home also taught me how to work well in team with other professionals and made me appreciate how important it is to follow instructions given to me from senior staff. It was at the nursing home that I discovered my talent of providing reassurance to people who may be feeling anxious or confused and I think this is an important skill to have as a nurse.

As part of my course, I undertook a second work placement at a day centre for adults with disabilities. The service users there had various conditions and needs, and I learnt how to balance their needs and meet them which demonstrates my use of initiative. My desire to become a nurse has been enhanced further by my time in Yombo Hospital and Maternity, Lagos Nigeria; where I have developed first aid and people skills.

Since I joined Yombo Hospital and Maternity, I have risen to the level of Advanced First Aider (AFA). As an AFA with Yombo Hospital and Maternity, I am able to administer medical gases. I provide first aid support alongside other first aiders at various sports events. It is from these experiences that I have developed an interest in working in an Accident & Emergency department. I enjoy the challenge of working under pressure and I find it very satisfying to successfully treat people and reassure them when they are in need and this is another reason why

I want to become a nurse. Ever since I took up Biology for Senior Leaving Certificate, I have been fascinated with the body; have always wondered why certain instances can have a positive/negative effect. I would like to broaden my studies in this area.

At university I look forward to discovering more about how the human body works and how it can be treated when it becomes damaged. By becoming a nurse, I look forward to playing a positive role in healthcare sector for the future by attending nursing conferences so I can learn from other nurses and contribute to innovation so the quality of patient care may be improved.

I have been my class representative for two different occasions: student council, and graduation committee. These roles involve meetings that involve both students and staff and I try my best to speak my opinions and try to implement changes. These responsibilities have refined and strengthened my time management and organizational skills.

I want to study MSc. Adult Nursing Studies in University of Cumbria - Fuse hill Street Campus, Carlisle because it offers many more opportunities. Graduate Prospects for Nursing students are impressively high and the profession is in demand whether private or National Health Scheme. University of Cumbria offers practical skills which will help me understand the course more. It will give me a chance to learn in practical rather than theory and further help in advancement of my career.

I believe that I am an ideal candidate to study nursing because I embrace the 6 C’s of nursing and am compassionate and caring as an individual. I can also practice in different assessment methods which include coursework, exam, presentations and group work. The ability to adapt to these situations and get good results makes me feel competent in coping with the academic side of nursing and I hope my application will be considered.

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• Open access
• Published: 25 April 2024

Exploring medical and nursing students’ perceptions about a patient safety course: a qualitative study

• Farwa Ayub 1 ,
• Noreen Afzal 2 ,
• Wajid Ali 2 ,
• Fozia Asif 1 ,
• Syed Sabih ul Hassan 1 ,
• Ghazal Haque 1 ,
• Fasih Ali Ahmed 1 , 3 ,
• Khairulnissa Ajani 4 ,
• Zahra Tharani 4 ,
• Mehtab Jaffer 4 ,
• Adil H Haider 5 ,
• Hanan J Aboumatar 6 &
• Asad Latif 1 , 6 , 7  

BMC Medical Education volume  24 , Article number:  452 ( 2024 ) Cite this article

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Educating health professionals on patient safety can potentially reduce healthcare-associated harm. Patient safety courses have been incorporated into medical and nursing curricula in many high-income countries and their impact has been demonstrated in the literature through objective assessments. This study aimed to explore student perceptions about a patient safety course to assess its influence on aspiring health professionals at a personal level as well as to explore differences in areas of focus between medical and nursing students.

A dedicated patient safety course was introduced for year III medical and year II and IV nursing students at the Aga Khan University (2021–2022). As part of a post-course assessment, 577 participating students (184 medical and 393 nursing) wrote reflections on the course, detailing its influence on them. These free-text responses were thematically analyzed using NVivo.

The findings revealed five major themes: acquired skills (clinical, interpersonal), understanding of medical errors (increased awareness, prevention and reduction, responding to errors), personal experiences with patient safety issues, impact of course (changed perceptions, professional integrity, need for similar sessions, importance of the topic) and course feedback (format, preparation for clinical years, suggestions). Students reported a lack of baseline awareness regarding the frequency and consequences of medical errors. After the course, medical students reported a perceptional shift in favor of systems thinking regarding error causality, and nursing students focused on human factors and error prevention. The interactive course format involving scenario-based learning was deemed beneficial in terms of increasing awareness, imparting relevant clinical and interpersonal skills, and changing perspectives on patient safety.

Conclusions

Student perspectives illustrate the benefits of an early introduction of dedicated courses in imparting patient safety education to aspiring health professionals. Students reported a lack of baseline awareness of essential patient safety concepts, highlighting gaps in the existing curricula. This study can help provide an impetus for incorporating patient safety as a core component in medical and nursing curricula nationally and across the region. Additionally, patient safety courses can be tailored to emphasize areas identified as gaps among each professional group, and interprofessional education can be employed for shared learning. The authors further recommend conducting longitudinal studies to assess the long-term impact of such courses.

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Introduction

Unsafe patient care is one of the leading causes of death and disability worldwide. The percentage of patients subject to adverse events while receiving healthcare services is 10% in high income countries (HICs) and may reach up to 25% in low- or middle-income countries (LMICs) [ 1 ]. The United States’ (US) National Academy of Medicine’s (previously called the Institute of Medicine) reports ‘To Err is Human’ and ‘Crossing the Quality Chasm’ brought international attention to the patient safety problem, and the World Health Organization (WHO) has since developed a curriculum to support healthcare professionals’ education in this area [ 2 , 3 , 4 ]. Deficits in patient safety education in medical and nursing curricula have been highlighted previously [ 5 , 6 ], and the introduction of such training for medical students in the US has demonstrated improvements in knowledge and attitudes about patient safety [ 7 ]. Furthermore, such curricula have been seen to result in sustained improvement among students in skills such as error root cause analysis, accurate entry of safety reports and error disclosure to patients [ 8 ].

While in the developed world, regulatory bodies have been formed and healthcare providers are urged towards continuous improvement [ 9 ], patient safety in developing countries is affected by a lack of accountability, material context, staffing issues and inter-professional working relationships [ 10 ]. One of the most important gaps identified in these settings is poor safety culture [ 11 ]. An imbalance of power and existing hierarchies hinder effective teamwork and safe practices [ 10 ]. However, these gaps are amenable to interventions such as training [ 12 ].

Although online courses have been employed to deliver patient safety education worldwide [ 13 ], the incorporation of formal, in-person patient safety training in medical and nursing curricula is new to LMICs such as Pakistan. In a recent national study, the academic leadership of 88 medical schools across the country agreed on incorporation of patient safety in undergraduate teaching as one of the top three proposed reforms to the national curriculum [ 14 ]. Recently, a patient safety course was introduced at one of the largest academic medical centers (AMCs) in Pakistan, demonstrating gains in medical and nursing student knowledge and systems thinking skills [ 15 , 16 ]. While the safety culture of a healthcare setting is highly dependent on physicians and nurses and both groups should ideally have a similar understanding of safety concepts, nurses tend to have more knowledge of patient safety than physicians [ 17 ]. Nursing students likewise have a more positive attitude towards patient safety education than medical students [ 18 ]. We hope that having similar structured education can address these differences at an early stage of training. Hence, we aimed to conduct a qualitative assessment of the reflections of medical and nursing students on this novel course to assess what depth the course added to students’ understanding of patient safety concepts and gauge course influence on aspiring health professionals at a personal level. Our secondary aim was to explore possible differences in the receptivity of the course as well as the uptake of course content between medical and nursing students. Since there is limited data available from the region, we employed a descriptive exploratory design.

Study design, setting, and duration

This study employed a descriptive exploratory qualitative design and was conducted at the Aga Khan University (AKU) in Karachi, Pakistan. The Bachelor of Medicine and Bachelor of Surgery (MBBS) program for physicians at AKU encompasses two years of basic sciences preceding three years of clinical clerkships [ 19 , 20 ], while the Bachelor of Science in Nursing (BScN) program comprises two preclinical and two clinical clerkship years [ 21 , 22 ].

The same 4.5 day course on Quality and Patient Safety was conducted between March 2021 and April 2022 separately for five student groups– two groups of Year III MBBS, two groups of Year II BScN and one group of Year IV BScN students. The course was modeled after a patient safety course taught at the Johns Hopkins University School of Medicine [ 7 ] and adapted for the local context. It included lectures, group activities, interactive case study discussions, and hands-on skill development workshops on quality improvement and patient safety (Table  1 ). The speakers used locally relevant examples during the lectures and activities. The case studies used were obtained from public sources such as the Agency for Healthcare Research and Quality’s (AHRQ) website and newspaper articles, and included the case of Josie King’s death at the Johns Hopkins Hospital [ 23 , 24 ]. Details on the course curriculum have been published previously [ 15 ].

Data collection

Pre and postcourse assessments were conducted on the university Virtual Learning Environment (VLE) as part of the course. The posttest comprised various components, one of them being personal reflections. All students were given time to complete the assessment online on the last day of the course, and responses were saved automatically. This voluntary assessment provided a platform for students to share their views on the course in writing. Through consecutive sampling, all participants were asked to note their thoughts and brainstorm learning, and to explore how the course influenced them. They were informed about the open-ended nature of the assignment and that the reflection was only to receive a completion grade and encouraged to express themselves without hesitancy. To elicit focused information from the participants, probes developed by subject matter experts (Table  2 ) were also provided for consideration while writing. These were designed based on course objectives to assess impact through exploration of aspects such as opinions, feelings, thought processes and experiences which were not otherwise covered in the objective assessment.

Data analysis

All responses comprising text were included in the analysis, and blank responses excluded. Following deidentification of the dataset, Braun and Clark’s six-step method for thematic analysis was followed for data analysis [ 25 ]. Free-text responses to the online form for each student group were imported as transcripts and transferred to NVivo to facilitate sub-group analysis and obtain accurate code counts for comparison between groups. These were read multiple times by two researchers (NA and FA) for familiarization with the data. Through a combined inductive and deductive approach, the investigators independently coded the data, followed by a discussion to decide the final list of codes. This list was used to generate a codebook that was employed to code all transcripts. Themes and subthemes were derived by grouping similar codes, which were then named and paired with their representative quotations. Responses were further grouped by respondent type and code counts were tabulated to determine intergroup commonalities and differences.

Methodological rigor

Credibility of the findings was ensured through investigator triangulation whereby two research team members independently analyzed the data to eventually reach a consensus on code assignment and derivation of themes and subthemes, and data triangulation where perceptions of two groups of respondents (medical and nursing students) were obtained about the same course [ 26 ].

To reduce investigator bias, the two researchers held regular team meetings for a reflexive dialogue about how their individual perspectives and exposure impacted their understanding and interpretation of the data [ 27 ]. FA is a medical doctor and was familiar with the content taught to participants since she was directly involved in course administration, whereas NA is from a nonclinical background with expertise in qualitative research. The basis for interpretation of study findings was established during these meetings and discrepancies were resolved in an inclusive manner by mutual consensus. The study findings were reported in accordance with the Standards for Reporting Qualitative Research (SRQR) [ 28 ].

Ethical considerations

This study received an exemption from ethics approval by the Ethics Review Committee at the Aga Khan University (2021-5976-16957). Student participation in the survey was voluntary and subject to informed consent. All data were deidentified prior to analysis.

Out of a total of 641 enrolled students, 577 wrote free-text responses which were then used for analysis. Table  3 illustrates the demographic characteristics of the study participants.

A similar percentage of medical and nursing students (11.4% and 10.9% respectively) did not participate in this section of the survey. Among the 64 non-respondents, 44 (68.8%) were females and 20 (31.3%) were males. The ages of these students ranged from 19 to 27 years. 38 (59.4%) were residents of Sindh, 4 (6.3%) originated from Punjab, 14 (21.9%) from Khyber Pakhtunkhwa, 3 (4.7%) from Gilgit-Baltistan and 1 (1.6%) from outside Pakistan.

Table  4 shows the five major themes, further divided into subthemes and the codes used to derive themes. Representative quotations are listed in Table S1 .

Theme 1: skills acquired from the course

Clinical skills.

Participants mentioned the range of skills they learned during the course that were relevant to clinical practice, including infection prevention practices such as correctly donning and doffing Personal Protective Equipment (PPE), particularly due to the COVID-19 pandemic. This was highlighted by a higher proportion of nursing students as compared to medical students (Table  3 ). Learning the importance of medical documentation and its appropriate implementation was also mentioned.

“Donning and doffing of PPE is something every health care professional should know, and we learned that in this module which will be very helpful for the future.” (Year V, MBBS) . “We learned about the different forms of documentation and how to write nursing notes.” (Year IV, BScN) .

Interpersonal skills

Participants reported that they learned about tools for effective communication, teamwork and conflict management. They commented on understanding the importance of these areas in reducing the occurrence of medical errors and ensuring patient safety.

“I learned different tools like SBAR [Situation, Background, Assessment, Recommendation] and ALEEN [Anticipate, Listen, Empathize, Explain, Negotiate] which help in strengthening communication between nurses and prescribers.” (Year II, BScN) . “As the course progressed, I was able to analyze the importance of inter-professional collaboration to reduce medical errors.” (Year IV, BScN) . “…the sessions made me aware of the possible conflicts that could occur in the hospital area and gave me a guideline to solve such conflicts.” (Year II, BScN) .

Theme 2: understanding of medical errors

Increased awareness.

A key subtheme that emerged was the lack of awareness among students regarding medical errors. Most participants mentioned hearing about such errors for the first time during the course and were unaware of the incidence and potential consequences of such errors in clinical practice.

“Perhaps the most important thing that I personally found enlightening in this module was knowledge about the frequency of human medical errors. I was surprised to find out how often they occur, how easily they occur and how a lot of us have a careless attitude towards it.” (Year III, MBBS) . “In some examples I was totally shocked because I never thought a single small mistake can be so dangerous for a patient’s life.” (Year II, BScN) .

Prevention and reduction

Students also highlighted the need for preventing errors and how they learned ways to do so. They further suggested that employing error prevention strategies such as staff training, improving communication, conducting double checks and remaining vigilant could be helpful in this regard. This subtheme came up in a higher proportion of nursing student reflections (Table  3 ).

“As healthcare workers who literally have patients’ lives in our hands, it is essential that we try to commit zero errors and make a system that also decreases the probability of errors.” (Year III, MBBS) . “One of the best chunks was strategies to minimize medical errors along with our role to combat them.” (Year II, BScN) .

Responding to errors

Participants mentioned that the course taught them how to respond appropriately to situations involving medical errors. It made them realize the importance of reporting medical errors to authorities and of the disclosure of such events to patients and their families. They further reported that the course helped them become familiar with the official reporting system of the hospital and taught them ways to report errors, both to the management and patients.

“I also learned the different techniques to avoid having such errors and if God forbids it happens then how to confront the situation accordingly.” (Year II, BScN) . “I learned of the significance of reporting medical errors even when it seems unnecessary.” (Year III, MBBS) . “I learned a lot of ways how to monitor and report any medical error and how to disclose a medical error to the patient.” (Year IV, BScN) .

Theme 3: personal experiences with patient safety issues

During the course, participants were able to reflect on their personal experiences with patient safety issues and shared accounts of being impacted by medical errors. They mentioned how the course helped them to view these experiences in a different light, especially regarding their causes. Some students also managed to capture a system lens toward the causes of adverse events.

“I personally had experience with a medical error when my aunt was admitted for an eye infection and the doctor prescribed the wrong medication, which we found out was to be given to the next patient. As a result of that, my aunt reacted to it leading her to be admitted to the ICU. The doctor did not disclose this information to us for a long time and my aunt continued to develop complications which eventually led her to forming a brain hematoma. Had the doctor disclosed this information on time, the complications could have been avoided or reduced to the very least.” (Year III, MBBS) . “I lost one of my family members because of multiple errors that took place at different intervals of healthcare provision and I learned how the Swiss cheese model represented that.” (Year III, MBBS) .

Theme 4: impact of the course

New information and changed perceptions.

Participants reported how the course increased their knowledge and changed their perceptions about patient safety and the causes of medical errors. They realized that instead of pinning the blame on one person, a series of events within the system were responsible for causing errors, which should be identified to create a blame-free culture. This was highlighted by a higher proportion of medical students (Table  3 ).

“When I used to hear about medical errors, I would always assume it was due to staff incompetency or lack of care. The understanding now that most medical errors do not occur due to malicious behaviour but rather are a result of system defects is eye-opening.” (Year III, MBBS) .

Professional integrity: responsibility, vigilance, and increased confidence

Students mentioned how the case studies detailing medical errors and their consequences had evoked their empathy for patients. They felt a greater sense of responsibility and the need to be vigilant during patient care to avoid medical errors. They further reported how they were able to develop confidence in themselves through the course, to speak up and act to protect their patients’ safety. These perceptions were highlighted by a greater fraction of nursing students (Table  3 ).

“This week of learning has also provoked a feeling of empathy, as the courage and confidence to accept and report mistakes can arise only when we can understand the pain of the patient and care for them.” (Year III, MBBS) . “…we should deal with patients very cautiously because one minor mistake can have detrimental effects on people’s lives.” (Year IV, BScN) . “After this course, I am more confident that I can also play a role and put forward my suggestions for reducing medical errors in the future.” (Year II, BScN) .

Need for similar sessions

The students expressed that the existing component of patient safety in the undergraduate curriculum was inadequate. They opined that patient safety courses should be offered repeatedly to refresh their skills and knowledge. They further strongly recommended offering this course to all other healthcare professionals as well.

“Such courses and sessions should be held for all years, and we would really appreciate if we were to receive refresher sessions and mock drills in the near future.” (Year II, BScN) .

Importance of the topic

Students acknowledged the importance of quality and patient safety, not only to ensure the provision of high-quality healthcare to patients, but also to protect healthcare workers.

“It made me analyze the system and realize that patient safety is something that should be standardized and taught to all healthcare workers in order to reduce risk of injury and harm to both patients and healthcare workers.” (Year III, MBBS) . “ …over the course of the past week, I have learned about very important topics such as patient safety. It is crucial for doctors to have a know how about such topics before their professional career begins.” (Year III, MBBS) .

Theme 5: course feedback

Students reported positive feedback on the use of examples and case studies as a teaching strategy. They felt that it helped invoke critical thinking, analytical skills, and the application of relevant knowledge.

“The case-based exercises, with all the real scenarios mentioned opened my eyes about the multi-layered approach to problem solving.” (Year III, MBBS) .

Discussions on case studies from the US, including the one on Josie King’s death at Johns Hopkins Hospital, was a novel learning experience for the participants. It helped them realize that patient safety issues are not limited to the local context.

“The [learning from defects activity] case was surprising for me, as I didn’t expect such an error from Johns Hopkins. However, I learnt that errors in safety can occur anywhere and how important Learning from Defects is.” (Year III MBBS) .

Students also mentioned how group activities made the course more interactive and stimulated peer learning. In-person sessions were favored over the virtual format.

“The session was very interactive and engaging. Learning in groups and peers was very helpful, as it gave us an opportunity to share our thoughts.” (Year IV, BScN) .

Preparation for clinical years

Participants appreciated how the course prepared them to transition to clinical clerkships and adjust their expectations. They also commented that in the absence of such a course, they would have learned about medical errors only through trial and error.

“It is very ideal to place this module right before our clinical rotation. Now I know how to handle a patient and the dos and don’ts in a health care setting.” (Year III, MBBS) .

Suggestions

Students shared ideas on how to improve the course and suggested including more in-person sessions and hands-on training activities. They also mentioned that patient safety courses should be offered from the first year of their professional education.

“I think it would have been better to have more in-person and small group sessions as they help more in learning than lectures and large class formats.” (Year III, MBBS) . “Perhaps in the years to come this module can incorporate actual documentation practice as part of our observership with nurses…” (Year III, MBBS) . “As this course progressed, I realized that it should have been taught to us in the first year as basics.” (Year IV, BScN) .

Comparison of medical and nursing student reflections

Tabulating code counts by group helped identify differing and similar areas of focus between the cohorts. It was seen that twice the proportion of nursing compared to medical students commented on learning about infection prevention, communication skills and acquiring new information because of the course. A similarly higher proportion reported enjoying the activity-based sessions and suggested that more of such sessions should be held. Nursing students also reflected to a greater extent on the need to be careful and vigilant while providing care. A higher proportion of nursing students also reported that the course had resulted in them having increased confidence to voice safety concerns.

Double the percentage of medical as compared to nursing students remarked that the course had helped prepare them for their upcoming clinical rotations. About a six times higher proportion of medical students reported being surprised to learn about the high frequency of errors in medical practice. This group also reflected more on personal experiences with patient safety issues. Additionally, a more than three-fold higher proportion of medical students reported learning about systems thinking and adopting a blame free approach towards patient safety events.

A similar proportion of medical and nursing students reported a newfound awareness of the potentially drastic consequences of medical errors. Both groups commented on the importance of learning about patient safety to a similar extent. The effectiveness of use of examples in teaching was also similarly remarked upon by both medical and nursing students.

This study aimed to assess the perceptions of medical and nursing students about a patient safety course following its introduction at one of the largest AMCs in Pakistan. The course was received positively by both groups and the results demonstrated that the training gave students a better understanding of the various aspects of medical errors. A higher proportion of medical students reflected on systemic causes of errors, while nursing students appeared to focus on individual roles and error prevention strategies. Both groups expressed how impactful the course had been in helping them understand the importance of teamwork between all cadres of healthcare workers and improving their communication skills. Overall, students appreciated the interactive format and course content, and believed they helped them gain a deeper understanding of patient safety-related issues, taught them essential hard skills, and helped prepare them for clinical practice. These findings highlight the effectiveness and potential benefits of addressing the topic through such dedicated courses.

In concordance with previous literature, students reported having a lack of baseline knowledge and developing an increased understanding of medical errors after the course [ 29 , 30 ]. They appreciated learning what to do in case an error occurred, the importance of reporting and disclosure and local reporting procedures. In Pakistan, error reporting and disclosure have been low scoring domains on patient safety assessments among healthcare providers [ 31 ]. Possible causes of underreporting are lack of awareness and fear of consequences, and according to studies, increasing awareness of medical errors could lead to increased incident reporting among health professionals [ 32 ]. Therefore, it is anticipated that educating health professionals at an early stage in their education can address the issue of underreporting in the local context.

Although both groups were similarly surprised to learn about the possible consequences of medical errors, a higher proportion of medical students reflected on the high frequency of errors and multifactorial causality of adverse events in comparison to nursing students. As reported in previous studies, they demonstrated an understanding of latent errors and systemic causes of errors as a result of the course [ 33 ] which made them open toward adopting a blame-free approach. This was an important finding, as an assessment of baseline perceptions of patient safety in Hong Kong showed that medical students lack an understanding of nonphysician-based causes of errors [ 34 ]. On the other hand, a higher proportion of nursing students demonstrated an understanding of the concept of error preventability, with a large number discussing at length the possible error prevention strategies, along with infection prevention. They also emphasized the need to be cautious and vigilant during care delivery [ 35 ], as the course had made them aware that the stakes are high otherwise. This finding is similar to a previous study and an indication of focus on an individual level and not on the culture of safety or the system as a whole [ 36 ]. These differences in the distribution and types of subthemes elucidated in the reflections of the two groups after the same course could be explained by the current power dynamics in healthcare settings in LMICs. In such settings, leadership comprises mostly senior physicians, which could mean that other health professionals are more vulnerable to blame and punishment than physicians [ 37 ]. Additionally, they could be a result of different areas of focus in the core medical and nursing curricula. While the nursing curriculum places great emphasis on skill development, medical education has more of a biomedical focus [ 6 ]. These differences could be addressed by employing interprofessional education and team-based learning strategies so that both groups can learn from each other and develop a more balanced approach [ 38 , 39 ]. The course could also be tailored for each group to specifically address the gaps identified. It is worth noting, however, that gender differences were not accounted for in this study and further research might be warranted to assess any possible impact they might have on the uptake of patient safety concepts among course participants.

While highlighting the importance of teamwork and communication for ensuring patient safety, students appreciated learning the use of structured methods such as the ALEEN and SBAR tools to resolve conflicts and communicate effectively within the healthcare team. Such tools have been useful in reducing patient harm and improving interprofessional communication, a critical element in patient safety [ 40 , 41 , 42 ].

Historically, physicians tend not to recognize the importance of teamwork and collaboration as much as nurses [ 43 , 44 , 45 ], perhaps owing to the general perception of physician dominance and nurse subversion [ 46 ]. This is a barrier to forming a good nurse‒physician relationship, and this lack of interprofessional collaboration could result in a higher possibility of errors and omissions in patients’ care [ 47 ]. It was thus noteworthy that both medical and nursing students in this study demonstrated a similar understanding of the importance of teamwork after the course, which highlights the effectiveness of including this subtopic in patient safety training.

Similar to previous studies, students considered the use of personal stories of medical errors as an effective and engaging means of learning [ 35 , 48 ]. While studies report the impact of personal stories narrated by involved personnel themselves [ 48 ], students in this cohort were deeply impacted by the medical error case scenario from the Johns Hopkins Hospital, as they were shocked to learn that medical errors could also happen in the best of settings. Students felt that this case discussion made them realize the importance of formal patient safety training for all health professionals. In addition, they were able to reflect on their own experiences of encountering or observing patient safety events. Furthermore, in line with findings from previous studies, medical students reported finding the use of real-life examples to be helpful [ 49 ].

There has been debate about the best way to impart core patient safety concepts, and different formats have been employed globally [ 35 , 50 , 51 , 52 , 53 ]. While online courses appear feasible and have been shown to increase knowledge [ 13 ], the literature shows that these courses alone do not show long-term effects on attitudes towards patient safety, an area that needs to be addressed in patient safety education [ 54 , 55 ]. Students in our study expressed greater engagement in the in-person sessions than in the virtual sessions. The effectiveness of interactive activities was reported in terms of solidifying concepts and learning practical implementation and has been highlighted in the literature as well [ 50 ]. Holding in-person training sessions might be more important for nonmandatory areas of study to improve student engagement and ensure long-term impact.

We believe that by providing an increased understanding of the perceptions of end users, this study can help with designing and incorporating patient safety courses into medical and nursing curricula globally. The findings indicate that the said course increased students’ awareness, imparted skills and changed their perceptions and outlook towards patient safety. This is in line with the literature [ 56 ], supports the use of the format adopted, and can potentially lead to improved attitudes, a better safety culture and safer practices while also being a step towards achieving a similar understanding of patient safety among physicians and nurses.

To address safety issues in LMICs, patient safety can be incorporated as a core component in the national medical and nursing curricula early on in training. We suggest modifying the course content to address local gaps and employing interprofessional education and simulation-based training exercises to allow medical and nursing students to learn about shared responsibility and practice identifying and managing potential risks, errors, and adverse events in a safe and controlled environment. Clinical rotations during training could allow them to further observe and address patient safety issues firsthand, reinforcing their understanding and skills. We further recommend incorporating patient safety into continuing education programs for healthcare professionals through workshops, seminars, or online courses that provide updates on emerging patient safety practices and encourage ongoing professional development. Future research can be designed to measure long-term impact and outcomes, and to continuously assess and improve educational approaches. By implementing these recommendations, educational institutions can ensure that patient safety becomes an integral part of healthcare education, equipping future healthcare professionals with the knowledge, skills, and mindset needed to prioritize patient safety throughout their careers.

This study has a few limitations. Self-reported student reflections could be subject to self-reporting and social desirability bias. However, the relevant section of the survey was not graded and had no potential repercussions for the students, allowing them to freely express their opinions. The study was conducted at a single AMC, and students from other institutes in the region may have different exposures and perceptions regarding patient safety. It is worth noting that unlike most medical colleges across the country, AKU has a diverse student body with varying backgrounds and ethnicities from all over the country, which offered broad insight into student perceptions. Additionally, the COVID-19 pandemic led to variability between online and in-person delivery of lectures between cohorts. Finally, nursing students significantly outnumbered medical students, which could lead to a biased comparison.

Dedicated patient safety courses can lead to an improved conceptual understanding of patient safety among medical and nursing students. The reported lack of awareness regarding essential patient safety concepts prior to this course highlights a gap in the existing curricula in LMICs, and the student perspective demonstrates the benefits of addressing this gap through introduction of dedicated interactive courses at early stages of professional education. Similar courses could be implemented at the national level and regionally across medical and nursing schools to address local deficits, and the differing areas of focus of medical and nursing students after a similar training could be addressed by designing future interventions accordingly. Further research could be conducted to continually assess and improve these courses and measure their long-term impact on patient outcomes.

Data availability

The datasets used and analysed during the current study are available from the corresponding author on reasonable request.

Abbreviations

High-income countries

• Low- and middle-income countries

World Health Organization

United States

Academic medical center

Aga Khan University

Bachelor of Medicine and Bachelor of Surgery

Bachelor of Science in Nursing

Agency for Healthcare Research and Quality

Learning from Defects

Situation, Background, Assessment, Recommendation

Anticipate, Listen, Empathize, Explain, Negotiate

Virtual Learning Environment

Noreen Afzal

Standards for Reporting Qualitative Research

Personal Protective Equipment

Global Patient Safety Action. Plan 2021–2030 towards eliminating avoidable harm in Health Care. Geneva: World Health Organization; 2021.

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Farwa Ayub, Fozia Asif, Syed Sabih ul Hassan, Ghazal Haque, Fasih Ali Ahmed & Asad Latif

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F.A. and N.A. wrote the main manuscript text and analyzed the data. F.A. was involved in data acquisition and handling, prepared tables for the manuscript and coordinated contributions from the coauthors. N.A. developed the study methodology and provided software-related expertise. A.L. and F.As. put together the curriculum and surveys, and conceptualized and supervised the study. F.A.A., S.S.H., F.As., K.A., Z.T. and M.J. were involved in data acquisition. A.H.H. conceived the idea for this study. W.A. contributed to writing the first draft of the manuscript and G.H. made contributions to editing. A.H.H and H.J.A. conducted a thorough critical review of the manuscript. A.L. was responsible for study validation, overseeing the analysis and critical review of the manuscript. All authors reviewed and approved the final manuscript.

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Correspondence to Asad Latif .

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The study was granted an exemption from ethics approval by the Ethics Review Committee at the Aga Khan University on March 18, 2021 (Reference number: 2021-5976-16957). All methods were carried out in accordance with relevant guidelines and regulations. Informed consent was obtained from all participants involved in the study.

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Ayub, F., Afzal, N., Ali, W. et al. Exploring medical and nursing students’ perceptions about a patient safety course: a qualitative study. BMC Med Educ 24 , 452 (2024). https://doi.org/10.1186/s12909-024-05348-8

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Received : 20 July 2023

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DOI : https://doi.org/10.1186/s12909-024-05348-8

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