<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-5997</journal-id>
<journal-title><![CDATA[Aquichan]]></journal-title>
<abbrev-journal-title><![CDATA[Aquichan]]></abbrev-journal-title>
<issn>1657-5997</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-59972020000100007</article-id>
<article-id pub-id-type="doi">10.5294/aqui.2020.20.1.8</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Innovative Methodologies to Teach Patient Safety in Undergraduate Nursing: Scoping Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Metodologías innovadoras para la enseñanza de la seguridad del paciente en el pregrado de Enfermería: scoping review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metodologias inovadoras para o ensino da segurança do paciente na graduação em Enfermagem: scoping review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Andréa Tayse de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salvador]]></surname>
<given-names><![CDATA[Pétala Tuani Candido de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[Clarissa Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cecilio]]></surname>
<given-names><![CDATA[Sumaya Giarola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bethony]]></surname>
<given-names><![CDATA[Maria Flávia Gazzinelli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Escola de Enfermagem de Natal ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-59972020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-59972020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-59972020000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  This work sought to identify the innovative methodologies used to teach patient safety in undergraduate Nursing.  Materials and method:  This is a scoping review conducted according to the recommendations by the Joanna Briggs Institute Reviewers&#8217; Manual, through the databases: Medline/PubMed, Cumulative Index of Nursing and Allied Health, Scopus, Web of Science, Education Resources Information Center, Latin American and Caribbean Literature on Health Sciences, Catálogo de Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, The National Library of Australia&#8217;s Academic Archive Online, Digital Access to Research Theses Europe E-Theses Portal, Electronic Theses Online Service, Repositório Científico de Acesso Aberto de Portugal, National ETD Portal, and Theses Canada.  Results:  The study included 19 studies, most of descriptive type (n = 8; 42.1 %) and quasi-experimental (n = 7; 36.8 %) with quantative approach (n = 11; 57.9 %), conducted in the United States (n = 4; 21.1 %), in 2013 (n = 4; 21.1 %) and 2017 (n = 4; 21.1 %). The innovative methodologies used to teach patient safety in undergraduate Nursing that were highlighted included the scenario of the care practice simulated in the laboratory (n = 14; 73.7 %) and educational videos (n = 7; 36.8 %).  Conclusions:  It was identified that innovative methodologies used to teach patient safety in undergraduate Nursing were simulation, videos, staging/role playing, and films, all applied in the classroom teaching modality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  identificar las metodologías innovadoras utilizadas para la enseñanza de la seguridad del paciente en el pregrado de Enfermería.  Materiales y método:  scoping review realizada de acuerdo con las recomendaciones del Joanna Briggs Institute Reviewers&#8217; Manual, por medio de las bases de datos: Medline/PubMed, Cumulative Index of Nursing and Allied Health, Scopus, Web of Science, Education Resources Information Center, Literatura Latinoamericana y del Caribe en Ciencias de la Salud, Catálogo de Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, The National Library of Australia&#8217;s, Academic Archive Online, Digital Access to Research Theses Europe E-Theses Portal, Electronic Theses Online Service, Repositório Científico de Acesso Aberto de Portugal, National ETD Portal y Theses Canada.  Resultados:  se incluyeron 19 estudios; la mayoría de tipo descriptivo (n = 8; 42,1 %) y casi experimental (n = 7; 36,8 %); con enfoque cuantitativo (n = 11; 57,9 %); realizados en los Estados Unidos (n = 4; 21,1 %), en el 2013 (n = 4; 21,1 %) y el 2017 (n = 4; 21,1 %). Las metodologías innovadoras utilizadas para la enseñanza de la seguridad del paciente en el pregrado de Enfermería que se destacaron fueron: el escenario de práctica asistencial simulada en laboratorio (n = 14; 73,7 %) y los videos educacionales (n = 7; 36,8 %).  Conclusiones:  se identificó que las metodologías innovadoras utilizadas para la enseñanza de la seguridad del paciente en el pregrado de Enfermería fueron simulacro, videos, escenificación/dramatización y películas, todas aplicadas en la modalidad de enseñanza presencial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Objetivo:  identificar as metodologias inovadoras utilizadas para o ensino da segurança do paciente na graduação em Enfermagem.  Materiais e método:  scoping review conduzida conforme as recomendações do Joanna Briggs Institute Reviewers&#8217; Manual, por meio das bases de dados: Medline/PubMed, Cumulative Index of Nursing and Allied Health, Scopus, Web of Science, Education Resources Information Center, Literatura Latino-Americana e do Caribe em Ciências da Saúde, Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, The National Library of Australia&#8217;s, Academic Archive Online, Digital Access to Research Theses Europe E-Theses Portal, Electronic Theses Online Service, Repositório Científico de Acesso Aberto de Portugal, National ETD Portal e Theses Canada.  Resultados:  foram incluídos 19 estudos; a maioria do tipo descritivo (n = 8; 42,1 %) e quase experimental (n = 7; 36,8 %); com abordagem quantitativa (n = 11; 57,9 %); realizados nos Estados Unidos (n = 4; 21,1 %), em 2013 (n = 4; 21,1 %) e em 2017 (n = 4; 21,1 %). As metodologias inovadoras utilizadas para o ensino da segurança do paciente na graduação em Enfermagem que se destacaram foram o cenário de prática assistencial simulada em laboratório (n = 14; 73,7 %) e os vídeos educacionais (n = 7; 36,8 %).  Conclusões:  identificou-se que as metodologias inovadoras utilizadas para o ensino da segurança do paciente na graduação em Enfermagem foram simulação, vídeos, encenação/dramatização e filmes, todas aplicadas na modalidade de ensino presencial.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[patient safety]]></kwd>
<kwd lng="en"><![CDATA[methodology]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
<kwd lng="es"><![CDATA[DeCS): Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[seguridade del paciente]]></kwd>
<kwd lng="es"><![CDATA[metodología]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[educación en Enfermería]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[segurança do paciente]]></kwd>
<kwd lng="pt"><![CDATA[metodologia]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[educação em Enfermagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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